{"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 1,081,273\n\n"}
{"page": 3, "printed_page": null, "text": "N\n\nA\n\nHIGA\nN.\n\nN\n\nMI\n\nA\n\nAN\n\nC\n\nCHI\n\nCH\n\nG\nI\n\nVE SIT\n\nC\n\nICHIG\n\nUNI\n\nE\n\nIV\n\nY\n\nUN\n\nN\n\nUNIVERSITY\n\nUNIVERSIT\n\nMICHIGAN\n\nMICHIGAN\n\nICHIGAN\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nAN\n\nMI\n\nAN\n\nCH\n\nIG\n\nCH\n\nRSITMO NIVERS\nIT.Y UNIVERSITY\nYICF\n\nUNIVERSITY\n\nA\n\nUNIVERSITY\n\nCHIG\n\nIG\nA\n\nUNIVERSITY\n\nY UNIVERSIT\n\nHIG\n\nN\n\nICHIGA\n\nG\n\nA\n\nIG\n\nN\nA\nG\n\nOF\nM\nO\n\nHI\n\nMI\n\nI\n\nUNIVERSIT.Y UNIVE\nRSITY UNIVERSITY UNIVERS\nITY\n\nMI\n\nUNIVERSITY\n\nSE\n\nM\n\nE\nM\nI\n\nF\n\nM\nI\n\nM・ EI\nC\n\nRSIT O\nMYI F UNIVERSIT\n\nN\n\nGA\n\nHI\n\nICHIGAN FMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nIVERSITAYOF UNIVERSITY.\n\n• UNIVERSITY\n\nER\n\nUNIV\n\nN\n\nM\n\nZ\nAN\n\nZ\n\nA\n\nN\n\nMICH\n\nCHI\nGA\n\nG\n\nIG\n\nMICHI\n\nUNIVERSITY\n\nCHIGA\n\nG\n1837\n\nARTES\n\n이\n\nITY\n\nSCIENTIA\n\nICHIGAN\nM\nY\nT\nI\nS\nR\nE\nV\nF\nO\nUNI\n\nMICHI\n\nUNIVERS\n\nLIBRARY VERITAS OF THE\n\nIVER\n\nSITY\n\nUNIVERS\n\nMICHIGAN\n\nN\n\nNIVERS\n\nG\n\nUNIVERSITY\nAN\n\nMICHIG A\n\nCHIG\n\nUNIVERSITY\n\nMICHI\n\nICHIGAN\n\nOY・F MICHIGAN\n\nG\n\nN\n\nTEEBOR\n\nU\n\nSI- QUARIS PENINSUL ARENAM\nAM\n\nVER\n\nSIT\n\nUNIVERSIT\n\nY\n\nMICHIGAN\n\nMICHIGAN\n\nCIRCUMSPIGE\n\nUNIVERSIT.Y UNIVER\nSIT\n\nA\n\nUNIVERS\n\nN\n\nட்\n\nGAN\n\nCHI\nMICHI\n\nOFI\nSITMY\n\nUNIVERSITY\n\nN\n\nICHIGA\n\nEDUCATION\n\nUNIVERSIT\n\nIV\n\nUN\n\nG\n\n9\n\nVER\n\nMICHIGAN\n\nSIT\n\nY\n\nUNIVERSITY.\n\nI\n\nCHIC\n\nOF\nITMY-/\n\nUNIVERS\n\nGA\nM\n\nN\nA\n\nMICHIGAN\n\nUNIVERSIT\n\nA\n\nN\n\nMICHIGAN\n\nUNIVERSITY UNIV\nERSIT\n\nG\n\nUNIVERSIT)\n\nMICHI\n\nUNIVERSITY\n\nO\n\nUNIVERSITY\n\n이\n\nUNIVERSITY\n\nUNIVERSIT\n\nVE\n\nUNI\n\nMICHIGAN\n\nCHIG\n\nMICHIGA\n\n‫ف‬\nMI\n\nUNIVERSITY. UNIVERSIT\nY\n\nUNIVERSIT\n\nMICHIGAN\n\nC\n\nA\n\nN\n\nMICHIGAN\n\nMICH\n\nG\n\nC\n\nMICHIGA\n\nO\n\nIG\n\nN\nA\nG\n\nN\nA\n\nN\nA\n\nINIVERSI\n\nMICHIGAN\n\nMICHI\n\nG\n\nG\n\nINIVERS /T\n\nR\n\nNIVE\n\nMICHIGAN\n\nN\nA\n\nN\n\nA\n\nMICH\n\nIG\n\nICHI\n\nUNIVERSIT\n\nER\n\nUNIV\n\nA\n\nI\n\nUNIVERSITY. UNIVERSITY\nN\n\nI\n\nMICHIGAN\n\nM\n\n이\n\nAN\n\n이\n\nG\n\nN\n\nMI\n\nUNIVERSIT\n\nER\n\nUNIV\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\nG\n\nMICHIGAN\n\n이\n\nUNIVERSITY\n\nN\n\nN\n\nC\n\nI\n\nM\n\nCH GA\n\nSIT\n\nMICHIGAN\n\nUNIVERSITY\n\nGAN\n\nVER\n\n・F MICHI\n\nVERSITY-MOF\n\nUNIVERSITY\n\nUNIVERSITY.\n\nMICHIGAN\n\nERSITY\n\n・F M\nI\nC\nH\nIGA\n\nIVERSITMYOF UNIVERSITY UNIVERSIT.Y UNIV\n\nUNIVERSITY\n\nHI\n\nUNIVERSITY\n\nMICHIGAN\n\nF\nOM\nTY-\n\nUNIVERSITY\n\nGA\nN\n\nCH\n\nUNIVERSITY\n\n"}
{"page": 4, "printed_page": null, "text": "000000\n\nATION\n\n000000\n100000\n\n000000\n1000\n00 10000\n\nsoump0000000\n\n00000001\n1000\n\n"}
{"page": 5, "printed_page": null, "text": "OF MICHIGAN\n\nICHIGAN\n\nICHIGAN\n\nN\n\nRS\n\nUNIVE\n\nY. UNIVERSITY\n\nA\n\nG\n\nM\n\nN\nA\n\nMI\n\nMIC\n\nGA\n\nICHIGA\n\nMICCHIGAN\n\nMICHIGAN\nF\nMI ・ 3\nC\n\nCH\n\nN\n\nG\nICHI A\n\nN\n\n이\n\nMIC\n\nAN\n\nMICHIGAN\nΣ\n\nN\n\nN\n\nA\n\nMICH\n\nCHIGA\n\nICHIGAN\n\nMICHIGAN\n\nCHIGA\n\nF\n\nG\nHIG AN\n\nGA\n\nHI\n\nMI\n\nIGG\n\nOF\nITYM\n\nUNIVERSITY\n\nCHIGA\n\nHIG AN\n\nN\n\nHI\n\nCHIG\n\nS\n\nT.Y\n\nNIVERSIT\n\nUNIVERSITY\n\nUNIVERSITY. UNIVERSITY UNIVERSITY UNIVERSITY. UNIVERSITY UNIVERSITY\n\nUNIVERSITYOF UNIVERSITY.\n\nSI\n\nE\n\nIV\n\nUN\n\nOF\nM\n\n-F MICHIGAN\n\nI\n\nFM\n\nUNIVERSITY\n\nER\n\nUNIVESITY.\n\nY.\n\nCHIGAN\n...\n\nNIVERSIT\n\nUNIVERSITY.\n\nOF\nMI\n\nUNIVERSITY\n\nOF\nMI\n\nUNIVERSITY\n\nOF\nM\nI\nC\nH\nI\nG\nA\nN\n\nM・IF\nC\n\nMI・F\nCH\n\nF.\nITY.O\n\nUNIVERSITY\n\nUNIVERSITY. UNIVERSITY UNIVERSIT\n\n이\n\nMICH\n\nUNIVERSITY.\n\nS\n\nUNIVER\n\nN\n\nCHIGA\n\nIG\n\nMICHIG AN\n\n1837\n\nSCIENTIA\n\nGAN\nI\nH\nC\nI\nY\nM\nT\nI\nS\nR\nE\nOF\nUNIV\n\n3\n\nIVERS\n\nBRARY VERITAS OF THE\n\nS\n\nUNIVER\n\nITY\n\nUNIVERSITY\n\nMICHIGAN\n\nUNIVERSITY\n\nCHIG\n\nARTES\n\nMICHIGAN\nF.M\n\nICHIG\n\nMICHIGAN\n\nICH\n\nCHIGA\nN\nTEEBOR\n\nVER\n\nMI\n\nC\n\nMICH\n\nN\n\nCHIGA\n\nIG\n\nTY\n\nSIT\n\nY\n\nUNIVERSITY.\n\nUNIVERSITY\n\nUNIVERSI\n\nCIRCUMSPICE\n\nMICHI\n\nVERS\n\nUNIVERSITY\n\nITY.\n\nRS\nUNIVE\n\nMICHIGAN\n\nMI\n\nN\n\nCHIGA\n\nG\nEDUCATION\n\n• MIC\nH\nI\nG\nA\nN\n\nMICHIGAN\n\n• MIC\nH\nI\nG\nA\nN\n\nN\n\nC\n\nMICHIGAN\n\nUNIVERSITY\n\nICHIGAN\n\nUNIVERSITY\n\nN\n\nM\n\nFM\n\nUNIVERSITY\n\nA\n\nSI\n\nSIQUA MISPENINSULAM AMENAM\n\nRS\n\nUNIVE\n\nMICHIGAN\n\nUNIVERSITY\n\nMICHIGAN\n\nIG\nOFITY 1\n\nUNIVERSITY UNIVERSI\n\nUNIVERSITY\n\nMICHIGAN\n\nUNIVERSITY. UNIVERSITY. UNIVERSITY UNIVERSITY UNIVERSITY. UNIVERSITY UNIVERSITY. UNIVERSIT\nN\n\nICHI\n이\n\nN\n\nA\n\nG\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nΣ\n\n이\n\nNIVERSITYM- OF UNIVERSITY UNIVERSITY\n\nICHIG A\n\nCHIGA\n\nN\n\nMICHIGAN\n\nMICHIGAN\n\n이\n\nMI\n\nA\n\nMICH\n\nN\n\nUNIVERSITY\n\nMICHIGAN\n\nIGG\n\nUNIVERSIT\n\nUM\n\nUNIVERSITY\n\nN\n\nN\n\nNIVERSITY\n\nUNIVERSITY.\n\nICHIGAN\n\nMICHIGAN\n\nFM\nI\n\nUNIVERSIT\n\nル\n\nN\n\nI G\n\n이\n\nNIVERSIT\n\nCHIG\n\nIC\n\nUNIVERSIT\n\nA\n\n‫ان‬\n\nG\n\nOF\n\nO\nMF\nI\n\nMICHIGAN\n\nHI\n\nNIVERSIT\n\nNIVERSIT\n\nA\nMICHIG AN\n\nN\nA\n\nCH\n\nMICHIGAN\n\nD\nN\nI\n\nN\n\nUNIVERSITY\n\nA\n\n이\n\nF.MICHIGA\n\nN\n\nCHIGA\n\nMICHIGAN\n\nUNIVERSITY\n\nMICHIGAN\n\nUNIVERSITY.\n\nUNIVERSITY\nIG B\n\nO\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nMICHIGAN\n\nCHIG\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nMICH\n\nA\n\nCHIG\n\nM\n\nOIFC\nSIMTY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nMICHIGAN\n\nN\n\nA\n\nICHIG\n\nB\n\nNIVERSIT\n\nER\n\nNIV\n\nCHIG\n\n"}
{"page": 6, "printed_page": null, "text": "N\n\nCHIG\n\nF.MICHIGAN\n\nA\n\nG\n\nN\n\nUNIVERSITY\n\nN\n\nN\n\nCHIC\n\nN\nA\nG\n\nN\nA\n\nMIC\n\nHIG\n\n이\n\nN\n\nA\n\nUNIVERSITY\n\nS\n\nUNIVER\n\nMICHIGAN\n\nN\nA\n\nN\n\nA\n\nI\n\nA\n\nG\n\nG\n\nICHI\n\nCHIGA\nN\n\nCHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nUNIVERSITY\n\nFM\n\nIG\n\nUNIVERSITY\n\nUNIVERSITY\n\nHI\n\nIC\n\nUNIVERSITY\n\nF\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nFM\n\nIG\n\nUNIVERSITY\n\nO-YFM\nT\n\nUNIVERSITY\n\nUNIVERSITY\n\nM・FIC\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\n-F MIC\nH\nI\nG\nAN\n\nM- FIC\nH\n\nM-EIC\nH\n\nM-EIC\nH\n\nUNIVERSITY\n\nO\n\nMICH\n\nM\n\nA\n\nIGG\n\nA\n\nHI\n\nICHIGAN\n\nMICHIGAN\n\nΣ\n\nN\n\nUNIVERSITY\n\n이\n\nN\nA\n\nMICHIGAN\n\nN\n\nG\n\nG\n\nCHIGA\n\nCHIC\n\nHI GAN\n\nG\nNCHI GA\n\nMICHIGAN\nF\n\nN\n\nN\n\nG\nMICHI GA\n\nG\n\nI\n\nICHIG\n\nM\n\nN\nCH\n\nA\n\nG\n\nUNIVERSITY\n\nS\n\nUNIVER\n\nN\n\nIG A\n\nN\n\nN\n\nN\n\nA\n\nMICH\n\nMICHIGAAN\n\nUNIVERSITY\n\nMICH\n\nICHIG A\n\nA\n\nCHIG\nG\n\nIGG\n\nICHIGAN\n\nMICHIGA\nOYF-M\nT\n\nUNIVERSITY\n\nY.\n\nUNIVERSITY. UNIVERSITY\n\nUNIVERSITY\n\nMICHIGAN\n\nMI\n\nMICHIGA\n\nW\nI\n\nUNIVERSITY\n\nUNIVERSITY\n\nICHIGAN\n\nN\n\nA\n\nCHIGA\n\nICHIGAN\n\nMICHIGA\n\nMICHIGAN\n\nMICHIGAN\n\nUNIVERSITY\n\nMI\n\nIG\n\nCHIG\n\nA\n\nN\n\nCHIG\nA\n\nMICH\n\nMICHIGAN\n\nCHIG\n\nMICHIGAN\nΣ\n\nN\n\nMIC\n\nN\n\nUNIVERSITY\n\nUNIVERSITY\n\nCHIG\nA\n\nUNIVERSITY\n\nUNIVERSITY\n\nF\n\nM\n\nF\n\nNIVERSIT\n\nUNIVE\n\nF\n\nUNIVERSITY\n\nRS\n\nMIC\n\nCHIG\nAN\n\nI\n\nN\nA\nG\n\nG\nMICHI GA\n\nI\n\nUNIVERSITY\n\nUNIVERSITY\n\nY\n\nM\n\nOFI\nITMY\n\nNIVERSIT\n\nUNIVERSITY. UNIVERSITY UNIVERSITY\n\nUNIVERSITY. UNIVERSITY UNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nF\n\n3\n\nUNIVERSITY\n\nM\n\nF\nM\nI\n\nUNIVERSITY\n\nCHIGA\nN\n\nF\nOYM\nT\n\nNIVERSITY\n\nUNIVERSITY. UNIVERSITY UNIVERSITY\n\nUNIVERSIT.Y UNIVERSITY\n\nம்\n\nN\n\nN\n\nடM\n்\n\n- UNIVERSITY.\nMIC\n\nG\nICHI GA\n\nA\n\nIGG\n\nN\n\nM\n\nN\n\nMI\n\nA\n\nMICH\n\nICHIC\n\nIGG\n\nA\n\nICHIG\nG\n\nICHIGAN\n\nMICHIGA\nN\n\nN\n\nHIC A\n\nட்\n이\n\nN\nA\n\nMICH\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERS\n\nUNIVERSITY\n\nCHIG\nG\n\nAN\n\nI IG\n\nUNIVERSITY\n\nINIVERSITY\n\nCH\n\nCH\n\nUNIVERSITY\n\nUNIVERSITY\n\nMICHIGAN\n\nICHIGAN\n\nA\n\nI\n\nUNIVERSITY\n\nUNIVERSITY\n\nMI\n\nUNIVERSITY\n\n이\n\nTY\n\nICHIGAN\n\nNIVERSI\n\nC\n\nI G\n\nHIGA\n\nOYF-M\nT\nOF\n\nN\nN\n\nHI IG\n\nMICH\n\nIGG\n\nIG\n\nMIC\n\nN\n\nHIGIGA\n\nN\n\nA\n\nN\n\nCHIG\nA\n\nG\n\nMICHIG\n\nN\n\nN\n\nUNIVERSITY\n\nMICHIGAN\n\nG\n\nAN.\n\nMIG\n\nMIC\n\nA\n\nHI G\n\nHIGG\n\nIGG\n\nMIC\n\nHIG GA\n\nAN\n\nHIG\n\nMICHIGA\n\n이\n\n이\n\nN\nA\n\nICHIGG\n\nMICHIGAN\n\nMICHIGAN\nO\n\nN\n\nN\n\nVER\n\nUNIVERSITY\n\nIG\nA\n\nA\n\nMIC\nA\n\nMICH\n\nMICHIGAN\nAN\n\n이\n\nS\n\nUNIVER\n\nse\n\nA\nG\n\nA\n\nMIC\n\nA\n\nHI G\n\nA\n\nMICH\n\nN\n\nN\n\nMIC\n\nAN\n\nUNIVERSITY\n\nOF MIC\n\nMIC\n\nMICHIGAN\n\nN\n\nHIC\n\nMICHIG A\n\nMICHI\n\nG\n\n이\n\nMICHIGAN\n\nV\n\nUNIVERSITY\n\n-F MI\n\nMICHIGAN\n\nVERS\n\nUNIVERSITY\n\n.\n-F MI\n\nMICHIGAN\n\nVER\n\nUNIVERSITY\n\nOF\nM\n\nUNIVERSITY\n\nの\n\nUNIVERSITY.\n\nS\n\nUNIVER\n\nUNIVERSITY UNIVERSITY UNIVERSITY UNIVERSI UNIVERSI\nTY\nTY\nN\n\nTYOFA\n\nUNIVERSITY\n\nUNIVERSITY.\n\nCHIG\n\nN\n\nN\n\nGA\n\nHI\n\nUNIVERSITY\n\nOF MICHIGAN\n\nUNIVERSITY\n\nAN\n\nUNIVERSITY\n\nOF\nM\n\nT.Y\n\nHI IG\n\nF\nO-M\nT-Y\n\nNIVERSI\n\nMIC\n\nUNIVERSITY\n\nUNIVERSITY\n\nN\n\nUNIVERSITY\n\nUNIVERSITY\n\nHIC GA\n\nUNIVERSITY\n\nMIC\n\nUNIVERSITY\n\nUNIVERSITY\n\nOF\n\nUNIVERSITY\n\nMI\n\nNIVERSIT\n.Y\n\n"}
{"page": 7, "printed_page": null, "text": ""}
{"page": 8, "printed_page": null, "text": "18 とん\n\n13\nL\n\n"}
{"page": 9, "printed_page": null, "text": "N\n\nGA\n\nTY.C UNIVERSITY\n\nS\n\nHI\n\nCHIGAN\n\nA\n\nIG\n\nHIC\n\nMI\n\nMI\n\nN\n\nCH\n\nA\nG\n\nN\n\nUNIVERSI\n\nN\n\nMIC\n\nN\n\nUNIVERSITY\nA\n\nICHI\n\nUNIVERSITY\n\nFM\n\nA\n\nMI\n\nN\n\nCH\n\nG\n\nUNIVER\n\nICHIGAN\n\nC\n\nMICHIGA\n\nMICHIGAN\n\nMICHIGAN\n\nMIC\n\nO\n\n・ F MI\nC\nH\nI\nGAN\n\nICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nFMICHIG\n\nMICHIGAN\n\nA\n\nHI\n\nOFIC\nSITMY\n\nAN\n\nVERSITAYOF UNIVERSITY.\nN\n\nO\n\nN.\n\nGA\n\nHI\n\nUNIVERSITY. UNIVERSIT.Y UNIVERSITY. UNIVERSIT UNIVERS\nY.\nITY. UNIVERSITY\n\nUNIVERSITY\n\nCHIG\nAN\n\nN\n\nCH\n\nA\n\nI G\n\nUNIVERSITY\n\nUNIVERSITY\n\nOF\nM-I\n\nUNIVERSITY.\n\nUNIVESITY\n\nCHIGA\n\nMICH\n\nUNIVERSIT.Y\n\nY.\n\nG\nCHIC AN\n\nUNIVERSITT\n\nFA\nMI\n\nUNIVERSITY\n\n・F M\nI\nC\nH\nIGAN\n\nRSIT MO UNIVERSI UNIVER\nSITY.\nTY.\nY IFC\n\nN\n\nMIC\n\nA\n\nCHIG\n\nHIC GA\n\nG\n\nUNIVERSITY\n\nNIVERSIT\n\nMICHIGAN\n\n1837\n\nARTES\n\nSCIENTIA\n\nHIGAN\nC\nI\nM\nY\nT\nI\nS\nR\nE\nOF\nUNIV\n\nF.MICHIGA\n\nLIBRARY VERITAS\n\nUN\n\nIVERS\n\nOF THE\n\nUNIVERSITY\n\nITY\n\nMICHIGAN\n이\n\nN\n\nAN\n\nUNIVERSITY\n\nUNIVERSITY.\n\nUNIVERS\n\nCHIG\n\nMICH\n\nIG\n\nMICHIGAN\n\nTY\n\nIVER\n\nICHIGAN\n\nNIVERSI\n\nCHIGA\n\nTUEBOR\n\nSIT\n\nMICHIGAN\n\nN\n\nU\n\nUNIVERSITY UNIVERS:7\n\nCHIGA\n\nIG\n\nMICHIGAN\n이\nI\n\nAN\n\nN\n\nCHIG\n\nMICHIGAN\n\nMICHIGAN\n\nOFIC\nSIMTY\n\nSIT\n\nM\n\n-F MICHIG\n\nVER\n\nS\n\nUNIVER\n\nUNIVERSITY\n\nCHIG\n\nIG A\n\nN\n\nMICH\n\nEDUCATION\n\nY\n\nGCHIGAN\n\nN\n\nMICH\n\nUNIVERSITY.\n\nUNIVERSITY\n\nUNIVERSITY\n\nY\n\nCIRCUMSPIGE\n\nUNIVERSITY\n\n이\n\nVER\n\nSI- QUERISPENINSULAM AMENAM\n\nS\n\nUNIVER\n\nICHIGAN\n\nA\n\nOF\nM・I\n\nOFI\nSITY・M\n\nUNIVERSITY\n\nAN\nUNIVERSITY\n\nN\n\nMICHIGAN\n\nCHIGA\n\nMIC HIGAN\n\nC\n\nUNIVERSITY\n\nUNIVERSITY\n\nER\n\nUNIV\n\nMICHIGAN\n\nMICHIGAN\nM\n\nI\n\nC\n\nMICHIGAN\n\nMICHIGAN\n\nICHIGAN\n\nN\n\nNC\n\nGA\n\nHI\nH\n\nOVERS\n\nNIVERS\n\nUNIVERSITY\n\nNIVERS\n\nLIVER\n\nMICHIGAN\n\nICHIGAN\n이\n\nA\nG\n\nMICHIGAN\n\nF.MI\n\nCHIG\n\nN\n\nMICH\n\nIG A\n\nICH\n\nIO A\n\nMICHIGAN\n\nGA .\nN\n\nCHICI\nN\n\nA\n\nMICHIGAN\n\nMIC\n\nMICHIGAN\nN\n\nN\n\nH\nHI IGA\n\nG\nMICHI GA\nN\n\nMI\n\nA\n\nCH\n\nMIC\n\nMI\n\nI G\n\nNIVERSIT\n\nAN\n\nUNIVERSITY\n\nCHIG\n\nΣ\n\nN\n\nUNIVERSITYO\n\nCHIG\nAN\n\nUNIVERSITY\n\nAN\n\nUNIVERSITY\n\nCHIG\n\nAN\n\nCHIG\n\nNIVERSI\n\nUNIVERSITY\n\nUNIVERS\n\nMI\n\nCH\n\nHIC\n\nAN\n\nIG\n\nNIVERSI\n\nUNIVERSITY\n\nUNIVERSIT\n\nN\n\nO-MFY\nCIT )\n\nUNIVERSITY\n\nG\n\nO\nMIF\nC\n\nUNIVERSITY. UNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSIT\n\nMICHI\n\nC\nTY-\n\nSI\n\nUNIVERSITY\n\nUNIVERSITY.\nMI\n\nUNIVERSITY\n\nUNIVERSITY\n\nAN\n\nUNIVERSITY. UNIVERSITY. UNIVERSITY-C UNIVERSITY\n\nCHIG\n\nUNIVERSITY\n\nLIVE\n\n"}
{"page": 10, "printed_page": null, "text": "MIC\n\nN\n\nUNIVERSITY. UNIVERSITY\nHIG A\n\nMIC\n\nHIC GAN\n\nUNIVERSITY\n\nMIC\n\nMICHIGA\n\nN\n\nHIC GA\n\nUNIVERSITY\n\nN\n\nUNIVERSITY\n\nA\n\nMICHIGA\n\nUNIVERSITY\n\nG\n\nUNIVERSITY.\n\nMICHIGA\n\nMICHIGAN\n\n+\nO\n\nO\n\nN\n\nMI\n\nN\n\nCH\n\nUNIVERSITY\n\nIV\n\nUN\n\nIG\n\nMICHIGAN\n\nN\n\nA\n\nG\n\nA\n\nICHIGAN\n\nCHIG\nG\n\nINIVERSITY\n\nA\n\nUNIVERSITY\n\nINIVERSITY\nG\n\nUNIVERSITY. UNIVERSITY\n\nUNIVERSITY\n\nMICHIGAN\n\nICHIGAN 0\n\nUNIVERSITY\n\nY\n\nMICH\n\nNIVERSIT\n\nI\n\nICHIG\n\nMIC\n\nUNIVERSITY\n\nHI\n\nMICHIGAN\n\nH\n\nAN\n\nA\n\nICHIGAN\n\nMICHIGA\n\nMIC\n\nICHIGAN\n\nHI\nHI\nG\n\nAN\n\nMICH\n\nUNIVERSITY\n\nMIC\n\nG\n\nΣCHI I\n\nIG\n\nIG\n\nIC\n이M\n\nAN\n\nC\n\nIG G\n\nA\n\nUNIVERSITY\n\nG\n\nICHIGA\n\nMICHIGAN\n\nMICHIGAN\n\nN\nA\n\nMICH\n\nN\n\nN\n\nIG\nA\n\nA\n\nICHIG\n\nGA\nN\n\nH I\n\nN\n\nHI GA\n\nMICHIGAN\nFOMI\n\nCHIG\n\nMICHIGAN\n\n이\n\nMICH\n\nUNIVERSITY\n\nMI\n\n9\n\nN\n\nY\n\nN\n\nF.\nMI\nC\n\nIG A\n\nUNIVERSITY\n\nUNIVERSITY.\nA\n\nY\n\nAN\n\nUNIVERSITY\n\nI\n\nIV\n\nUN\n\nMICHIGAN\n\nNIVERSIT\n\nN\n\nNIVERSIT\n\nG\n\nN\nA\n\nO\n\nGA\nN\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nCH\n\nUNIVERSITY\n\nMI\n\nI\n\nUNIVERSITY\nFMI\n\nNIVERSITY\n\n-F MICHIG\n\nOFE\nIT-MY\n\nUNIVERSITY.\n\nUNIVERSITY\n\nN\n\nUNIVERSITY\n\nITY\n\nUNIVERSITY.\n\nM\n\nUNIVERSITY\n\nOY-FMF\n\nNIVERS\n\nUNIVERSITY.\n\nUNIVERSITY.\n\nUNIVERSITY\n\nA\n\nUNIVERSITY\n\nUNIVERSITY\n\nI\n\nIV\n\nUN\n\nMICHIGAN\n\nMICHIGAN\n\nS\nF\n\nMI\n\nUNIVERSITY.\n\nCH\n\nN\n\nIC GA\n\nMICHI\n\nA\n\nG\n\nMICH\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nUNIVERSIT.Y UNIVERSITY UNIVERSITY\n\nG\n\nUNIVERSITY\n\nI\n\nUNIVERSITY\n\nA\n\nN\n\nUNIVERSITY\n\nMICHIGAN\n\nOF\nTY\n\nIG\n\nOF\nTYM\nNIVERSIT\n\nNIVERSITY\n\nN\n\nUNIVERSITY. UNIVERSITY UNIVERSITY UNIVERSITY\n\nS\n\nMICHI\n\nMIC\n\nIV\n\nMICHIGAN·\n\nG\n\nUN\n\nICH\n이M\n\nN\n\nN\n\nUNIVERSITY\n\nHIC\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nUNIVERSIT.Y UNIVERSITY. UNIVERSITY. UNIVERSITY UNIVERSITY UNIVERSITY.\n\nF\n\nUNIVERSITY\n\nA\n\nN\n\nN\n\nA\n\nIGGA\n\nN\n\nC\nCHI G\n\nMICHIGAN\n\nCHIGA\n\nMICHIGAN\n\nUNIVERSITY\n\nG\n\nMICHIGAN\n\nUNIVERSITY\n\nCHIGA\n\nMICHIGAN\n\nOY-F\nM\n\nNIVERSITYMOF UNIVERSITY\n\n이\n\nN\n\nN\n\nMI\n\nMICHIGAN\n\nΝ\nMICHIGAN\n\nΛΙ\n\n이\n\nO\nCH GA\n\nUNIVERSITY\n\nA\n\nMICHIGAN\n\nMI\n\nUNIVERSITY\n\nG\n\nC\n\nMICHIGAN\n\nAN\n\nCHIG\n\nTY\n\nO\nMIF\n\nNIVERSI\n\nΠ\n\nN\n\nMICHIGAN FMICHIGAN\n\nMICHIGAN\n\nΓΙ\n\nMIC\n\nN\n\nGG\nHII\nA\n\nA\n\nCH\n\nI G\n\nMICH\n\nIG AN\n\nMICHIGAN\n\n이\n\nN\n\nMI\n\nICHIGA\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nN\n\nCHIG\nA\n\nMICHIGAN\n\nMICHIGAN\n\nMICH\n\nMICHIGAN\nO\n\n.N\nA\n\nM\nI\nC\n\nMICHIGAN\n\nVEPA\n\nAN\n\nUNIVERSITY UNIVERSIT\n\nTY\n\nMICHIGAN\n\nMICHIGAN\n\nIG\n\nF\nOY\n-A\n-\n\nCHIGA\n\nICHIGAN\n\nVERS\n\nIG\n\nAN\n\nCHIG\n\nMICHIGAN\n\nUNIVERSITY\n\nMICHIGAN\n\nUNIVERSITY\n\nUNIVERSITY\n\nΛΙΝ\n\nMICHIGAN\n\nUNIVERSITY UNIVERSI\n\nMICHIGAN\n\nUNIVERSITY\n\nA\n\nITY.OF UNIVERSI\nTY\n.M\n\nOF\n\nUNIVERSITY\n\nSIVERS\n\nOF\n\nI\n\nUNIVERSITY\n\nM\n\nUNIVERSITY\n\nG\n\nF\nO-M\nTY\n\nTY\n\nN\n\nUNIVERSIT.Y UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY\nO\n\nNIVERSI\n\nO\nMF\nI\n\nUNIVERSITY\n\nICHIGAN\n\n"}
{"page": 11, "printed_page": null, "text": ""}
{"page": 12, "printed_page": null, "text": "13\n\n1281\n\n"}
{"page": 13, "printed_page": null, "text": ""}
{"page": 14, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nAddresses and Proceedings\nOF THE\n\nSIXTY-THIRD ANNUAL MEETING\nHELD AT\n\nINDIANAPOLIS, INDIANA\n\nJUNE 28-JULY 3, 1925\n\nVOLUME 63\n\n1925\n\nPublished by the National Education Association\n1201 Sixteenth Street N. W.\n\nWashington, D. C.\n\n"}
{"page": 15, "printed_page": null, "text": "MEMBERSHIP FEES AND PUBLICATIONS\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe National Education Association has three classes of membership:\n1. The $2 membership entitles one to all the privileges of membership and\nto receive The Journal of the National Education Association for one year.\n(9 issues .)\n\n2. The $5 membership entitles one to all the privileges of membership and\nto receive for one year : ( a ) The Journal of the National Education Association; ( b ) The annual volume of Addresses and Proceedings ; (c) The\nResearch Bulletin ; ( d ) Occasional bulletins and reports.\n3. The $100 life membership, which entitles one to the publications and\nprivileges of the $5 membership for life.\n\nMEMBERSHIP FEES AND PUBLICATIONS\n5\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\nmember of the National Education Association before he can become a\nmember of any department of the Association. The payment of one of the\nmembersnip fees of the National Education Association does not include\n\nmenship in any department having membership fee. The membership\nDartments which issue publications follow :\n\nDepartment of Superintendence-$5 membership entitles one to\nor one year : ( a ) The Yearbook of the Department of Superintend3) The Official Report of the Winter Meeting; and ( c) bulletins.\n2. The Department of Elementary School Principals-$2 membership entities 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.\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 coöperated in deciding the selection of material for their respective\ndepartments.\n\nMembership fees of the National Education Association and its departments and inquiries concerning all publications should be sent to 1201\nSixteenth Street Northwest, Washington, D. C.\n\n"}
{"page": 16, "printed_page": null, "text": "Foreword\n\nEach meeting of the National Education Association during recent\nyears has risen to a new high point of general interest and excellence.\nOn every hand there are evidences of expansion combined with deeper\ninsight into our varied educational problems. The first meeting of the\nNational Education Association in 1857 brought together fewer than a\nhundred leaders. Each of the Association's two annual congresses now\nbrings together many thousands of workers representing various branches\nof education. The two 1925 meetings were held in what Meredith\nNicholson calls the Valley of Democracy-the superintendents' convention at Cincinnati and the general convention at Indianapolis. Both were\nlargely attended. Both were notable for the number and variety of carefully prepared papers. Speakers at the Association's meetings are more\nand more aware of the larger audience reached through newspapers,\nperiodicals, and these Proceedings.\nThe need for rearranging this volume in the readers' interest and for\nconvenience in assembling material has been apparent for several years.\nThis year under \"Associational Records and Information\" is gathered\nwhat has heretofore been published under the heading \"Introductory\nMatter,\" and other material relating to organizational activities. This\nvolume therefore opens with addresses before the general sessions, followed\nby reports of the Association's committees and the National Council of\nEducation, followed by the Association's departments arranged alphabetically, followed by Associational Records and Information.\nThe Association does much of its work through committees and departments .\nMore than a hundred pages are devoted to reports of committees\nand over half the volume to departments. The Department of Immigrant\nEducation has broadened in scope under the name of Adult Education.\nThe Department of Normal Schools and Teachers Colleges has come to\ninclude the American Association of Teachers Colleges by an arrangement\nwith that organization.\nAttention is especially called to historical notes which appear at the\nbeginning of reports of various departmental and committee activities. A\nmore or less complete list of the Association's publications from 1857 to\ndate was included in the 1924 volume, pages 1041-60. It is supplemented\nby the table in this volume.\n\nThe eight-foot shelf of Proceedings of the National Education Association is everywhere recognized for the excellence and variety of its content. It is a great encyclopedia of source material. In these volumes\nappear the utterances of our greatest educational thinkers. They reflect\nalso the inspiring devotion of a growing band of men and women to the\n\npublic school. The technique of teaching may be changed, the organization of the school may be radically altered, but our devotion to the public\n\nschool as an agency for perpetuating our best ideals and customs is increasing.\nJOY ELMER MORGAN,\nDirector of the Division of Publications.\n\n"}
{"page": 17, "printed_page": null, "text": ""}
{"page": 18, "printed_page": null, "text": "Sinnat of Education\nCONTENTS\n\nPaven\nGENERAL SESSIONS\nINDIANAPOLIS ADDRESSES\nPAGE\n\nAddress of Welcome-Dearing .\n\n1\n\nAddress of Welcome-Powell ...\n\n2\n\nResponse to Address of Welcome-Bradford ..\n\n3\n\nThe Faith of the American People in Public Education-Tigert ..\nEducational Progress in the First Quarter of the Twentieth Century :\n\n5\n\nThe Science of Education-Ballou .\nAdministration and Support-Strayer .\nBuilding of Character-Bryan ..........\nTypes of Schools and Curricula-Gwinn ..\n\nProgress in Colleges and Universities-Elliott .\nThe Educational Outlook at the End of the First Quarter of the Twentieth\nCentury-Newlon\nPresident's Report- Our Association and Its Work-Newlon ..\nInterpreting the Schools to the Public:\nThe State Program-Abercrombie .\nTo the Home-Fraser ....\n\n11\n\n22\n27\n32\n\n38\n47\n\n52\n56\n\nStrategic Position of the Principal-Monroe .\nThe Rural School Program-Johnson .\n\nThe Colleges and the People-Lindley .\nFunctions of Teachers' Organizations-Dobbs ....\nResponsibilities of Educational Journalism-Morgan .\nResponsibility of the Press- Frank ...\n\n57\n62\n\n63\n68\n69\n73\n\nCulture and Brass Tacks-Nicholson .\n\n74\n\nSteady as She Goes-Beveridge .\n\n81\n\nThe National Education Association as a Formative Force-Blair\nThe Representative Assembly-A Guarantor-Smith ...\n\n87\n\nOur Constituents-Pound .\n\n90\n\n84\n\nTeacher Participation in the Determination of Policies:\nFrom the Viewpoint of the Classroom Teacher-Peterson .\nFrom the Viewpoint of the Classroom Teacher-Adair .\n\nFrom the Viewpoint of the Principal-McSkimmon ...\nFrom the Viewpoint of the Principal-Longshore ...\nWillard ..\nFrom the Viewpoint of the Superintendent-Willard\nWork of Teachers' Organizations :\nFinancing State Teachers' Associations-Goodrich ..\nThe State Association Journal-Marsh ...\nJournals of Teachers' Associations-Morgan ....\nRelation of Local to State Organization and of Both to the NationalGray\n\n93\n98\n102\n107\n\n110\n\n114\n117\n119\n\n120\n\nWork of Teachers' Organizations and its Recognition by School , Civic,\nand Political Organizations and Officials-Jones .\n\n123\n\nMoral Education :\n\nBuilding the Child's Philosophy of Life-Engleman ...\n\n127\n\nHow the Teacher Molds Character-Gray .\nThe Morals of Modern Youth-Sherwood ...\n\n130\n133\n\nThe Parents' Responsibility for Moral Education-Reeve .\n\n135\n\nMoral Code for Children-Saunders .\n139\n\n[v]\n\n"}
{"page": 19, "printed_page": null, "text": "vi\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORTS OF COMMITTEES\n\nReport of the Illiteracy Commission-Stewart .\n\n140\n\nReport of Committee of One Thousand on Child Labor-Sims .\nReport of Committee on Character Education-Bennion .....\n\n172\n\n182\n\nReport of Committee on Relationships of the National Education AssociationJones\n\n184\n\nReport of Committee on Homes for Retired Teachers-Jones .\nReport of Committee on Thrift Education-Chamberlain .\nReport of Committee on the Teaching of Democracy-Engleman ..... ,\nReport of Committee on Coöperation with the World Federation of Education\nAssociations-Thomas\n\n185\n188\n191\n\n196\n\nReport of Committee of One Hundred on Classroom Teachers' ProblemsTeacher Rating-Riddle ...\n\n200\n\n216\nReport of Committee on American Education Week-Johnson ........\nReport of Committee on Teacher Tenure in Colleges and Normal Schools220\n\nHunter\n\nReport of Committee on Standards, Requirements, and Credits of Teachers\nin Service-Rosier\n\n237\n\nReport of Committee on Ethics of the Profession-Muir .\nReport of the Legislative Commission-Strayer ......\n\nReport of Committee on Community Relations-Carrothers ...\n\n241\n\n244\n249\n\nReport of Committee of One Hundred on Co- Inclusive Membership of the\nNational Education Association-Marsh .\n\nReport of Committee to Coöperate with the American School Citizenship\nLeague-Andrews\nReport of Joint Committee on Health Problems in Education-Wood ..\nReport of Committee on Partial Payment of Expenses to Annual Convention-Adair\n\n253\n\n254\n261\n\n264\n\nNATIONAL COUNCIL OF EDUCATION\nCINCINNATI MEETING\n\nSecretary's Minutes ...\nThe Need the Council Has for Departments of the National Education Asso-\n\n266\n\n269\n\nciation-Gwinn\n\nThe Service the National Council Can Render the National Education Asso271\n\nciation-Newlon\n\nThe Service the National Council Can Render the National Education Asso-\n\nciation and Its Several Departments-Spooner .\n\n276\n\nThe Improvement of Teacher Training for Health Education in the\n278\n\nSchools-Dolfinger\n\nThe Responsibility of Schools for the Conservation of Vision- Carris .\nDiscussion on the Responsibility of Schools for the Conservation of VisionMurphy\nReport of Committee on American Teachers Colleges-McKenny\nThe Teaching or Service Load in State Teachers Colleges-McMullen ......\nThe Still Picture in Education-Salser .\n\n281\n\n287\n289\n\n290\n294\n\nOrganization of Visual Instruction-Balcom .\n\n302\n\nA Last Word-Hines ..\n\n306\n\nINDIANAPOLIS MEETING\n\nSecretary's Minutes.\n\n308\n\nList of Officers for 1925-26 .\n\n311\n\nThe Year's Progress in Education- Tigert .\n\n315\n\n"}
{"page": 20, "printed_page": null, "text": "CONTENTS\n\nvii\n\nReport on Status of the American Woman Teacher- Force .\n\n321\n\nTeacher Growth in Service- Threlkeld .\nSuitable Texts for Adult Beginners\n- Holloway .\nContinuity of Education, Outline for Open Forum-Gwinn .\n\n332\n\n329\n\n336\n\nDEPARTMENT OF ADULT EDUCATION\n\nSecretary's Minutes ..\nOutstanding Accomplishments in the Field of Adult Education Since the\nWar-Herlihy\nPublic Support of Adult Education from the Standpoint of the EmployerBowman\n\n337\n\n340\n\n342\n\nOutstanding Needs in the Development of Programs of Adult Education for\nNative Illiterates-Bloodworth .\n\n345\n\nState and Local Support and Leadership for Adult Education-Lawson .....\n\n348\n\nInculcation of Ideals in Civics-Bradstreet .\n\n352\n\nDEPARTMENT OF BUSINESS EDUCATION\n354\n\nProgram\n\n✓The Place of the Typewriter in History and Education-Spillman .\n✔Secretarial Training in the High School-Pitts .\nCoördinating Business Education with Vocational Opportunities-Roth.\nVitalizing the Bookkeeping Recitation-Miller .\nAre We in Step ?-Perry...\nBusiness Aspect of School Activities-Seay .\n\n355\n356\n356\n357\n358\n359\n\nThe Teaching of Bookkeeping and Calculating Machines and Its Relation\nto Business-Springman\nThe Use of Calculating Machines in Classes in Commercial ArithmeticLoomis\n\n360\n\n360\n\nJunior Business Training-Its Content and Scope-Mallott .\nStandard Procedures in Functionally Organized Business and their Application to Business Training-Hyre ..\nThe Function of the Commercial Supervisor-Killam .\n\n361\n\n363\n\n364\n\nDEPARTMENT OF CLASSROOM TEACHERS\nSecretary's Minutes ..\n\n365\n\nReport of Committee on the Sabbatical Year-Morgan .\nReport of Committee on Single Salary Schedule- Thompson .\n\n369\n372\n\nReport of Committee on Teacher Rating-Thompson .\n\n375\n\nReduction of Clerical Work-Sullivan ...\n\n377\n\nReport of the Committee on Women as Administratives in the Educational\nField-Sullivan\n\n378\n\nProgress Report of the Committee on Retardation Costs Due to Overcrowded\nClasses\n\nHunter\n\n380\n\nInterpreting the Schools to the Public-What to Interpret-Whitney .\n\n383\n\nFederal Aid to Education-Wilson ..\n\n388\n\nThe Development of the Teachers' College-Hill.\n\n394\n\nDEPARTMENT OF DEANS OF WOMEN\nCINCINNATI MEETING\n\nSecretary's Minutes .\n\n403\n\nPresident's Report-Wells .\nReport of Chairman on Relations to Other Organizations-Blitz\n\n407\n\nReport of Membership Committee-Amos .\n\n412\n\n409\n\n"}
{"page": 21, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nviii\n\nCharacter Building-Purdy\nNew Devices and Desires in Colleges for Women Comstock .\nPressing Needs in the Field of the Dean of Girls-Sturtevant .\n\n414\n\nStudent Government-Amos ...\n\n440\n\n426\n\n434\n\nDEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\nCINCINNATI MEETING\n\nSecretary's Minutes .\n\n450\n\nINDIANAPOLIS MEETING\n\nSecretary's Minutes .....\nAnalysis of the Principalship as a Basis for the Preparation of Elementary\nSchool Principals-Morrison\nPupil Administration and Character Training-Gillet ...\nEducational Values Derived from the Teaching of Science in Grades I to VI\n\n451\n\n453\n462\n\n468\n\nin the Elementary Schools-Woody ....\nDEPARTMENT OF KINDERGARTEN EDUCATION\n\nSecretary's Minutes .\nKindergarten Progress During the Past Twenty-five Years-Gage.\nChanges in Curricula and Method During the Past Twenty-five Years in\n\n478.\n480\n\n484\n\nKindergarten Education-Hill ...\n\n492\n\nGeneral Practice in Kindergartens in the United States-Davis ..\n\nImportance of Miss Davis' General Survey of Kindergarten Practice in the\nUnited States-Strayer\nDiscussion of the Value and Implication for Supervisors of the Report on the\n\nStudy of Kindergarten Practice-Holmes ..\n\n....\n\n497\n\n498\n\nDiscussion of the Value and Implications of the Study for Future ProgressJoslin\n\n500\n\nDEPARTMENT OF MUSIC EDUCATION\n\nSecretary's Minutes .....\nInterpretation of School Music to the Public-Krull..\n\nHigh School Music from an Administrative Viewpoint-Stuart .\nRural School Music and County Supervision-Burns .\nThe Orchestra in the Public Schools-Humberger ..\n\n504\n504\n508\n512\n520\n\nDEPARTMENT OF RURAL EDUCATION\nCINCINNATI MEETING\n\nSecretary's Minutes ......\n\n522\n\nA Study of Rural School Attendance-Ayer .\n\n526\n\nDistribution of Consolidated and One-Teacher Schools-Cook .\n\n539\n\nThe State's Financial Responsibility to the Public Schools-Harris .\nA State Program of Training Rural Teachers-Hillman .......\n\n549\n554\n\nINDIANAPOLIS MEETING\n\nSecretary's Minutes .\n\n563\n\nAdministration and Supervision of Rural Schools Under the County Unit Plan\nin Ohio- Pore ...\n\nThe Helping Teacher Plan in Maine-Hale ..\nLessons in Supervision of Rural Schools from the Indiana ExperimentHughes\n\n564\n567\n\n568\n\n"}
{"page": 22, "printed_page": null, "text": "CONTENTS\n\nix\n\nDEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION\n\nSecretary's Minutes ....\nTwenty Years of Medical Inspection in the Public Schools of MilwaukeeBarth\n\n577\n\n578\n\nHealth Problems in Teacher Training Institutions-Suhrie .\nPreparation for School Life- Young ...\n\n583\n588\n\nIs Sex Education Properly a Part of Our Program of Health Education ?Van Buskirk\n\n591\n\nMoral Obligation to be Physically Fit-Norris ..\nSchool Health Program in Relation to Mental Hygiene-Rice .\n\n592\n596\n\nDEPARTMENT OF SCIENCE INSTRUCTION\n\nProgram\nScientific Education as a Defense Against Propaganda and DogmaGruenberg\nWhat is It That Science Teaching Ought to Accomplish in the Schools ?-\n\n598\n\n598\n\n607\n\nHarap\n\nThe Aims of the Nature Study Movement\n\nComstock ..\n\n608\n\nDEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\nSecretary's Minutes\nExtra -Curricular Activities-Lamar\nEducation and International Relations-Aiken .\n\nThe Place of Interscholastic Athletics on the High School Program-Whitten\nThe High School Principal's Job in Athletics-Trester ..\n\n609\n609\n614\n\n618\n628\n\nDEPARTMENT OF SUPERINTENDENCE\n\nSecretary's Minutes and Official Program .\nSalutation-Dyer\n\n633\n\nThe Faith of the Founders- Condon ..\n\n648\n\nPresident's Opening Address-McAndrew .\nWhy Is Superintendence ?-Newlon .\nWhat Is Superintendenc ?-Meek ..\n\n657\n664\n\nWhat Progress Has Superintendence Made ?-Smith .\n\n669\n\nEquality of Educational Opportunity- Tigert .\nEqual Rights to Community Benefits in the Field of Rural Education in Ala-\n\n676\n\nbama-Harman\n\n646\n\n655\n\n682\n\nIn the North, Equality of Educational Opportunity-Butterfield .\n\n686\n\nHealth Education versus Physical Education-Judd ..\nWhat the Educator Should Know About Modern Medicine-Haggard .\nJustice for Children-Dietrich ..\nJustice for Teachers-Gugle ..\nJustice in High Places-Perry .\nStudent Self-Government-Chewning .\nControversial Subjects in the Schools-Houston .\n\n696\n\nHow the Schools May Provide for the Common Defense-Bogan .\nDefense Through the Educated Quota : The All-Year School-Weber .\nFortification by Public Opinion-Hopwood\n\n702\n710\n722\n\n729\n737\n742\n749\n751\n\n759\n\nDefense Against Accidents-Elkin .\nSafeguarding Peace-Beals ....\n\n768\n\nOutlawry of War-The Next Step in Civilization-Robins .\n\n775\n\n772\n\nDollar for Dollar-Gibson ...\n\n779\n\nHow We Use Vocational Information-Borden ..\n\n781\n\n"}
{"page": 23, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nX\n\nIntroducing Educational Research Into Washington Public Schools-Ballou ..\n\n783\n\nFunction of the Central Library for a School System-Johnson .\n\n787\n\nHome for Retired Teachers-Jones .\n\n790\n\nBaltimore's New School Building Program-West\nThe Personnel Audit of the Teaching Staff-Lewis .\nThe Superintendent of Instruction and the Business Manager of Schools-An\n\n795\n\n793\n\n797.\n\nAnomaly-Strayer\nHow We Observed Education Week in Hutchinson, Kansas-Gowans .\n\n798\n\nTaking the School to the Parents-Mathewson ....\n\n801\n\nOutcomes of Our Curriculum Program-Newlon .\n\n802\n\nIntroduction to Curriculum Commission-McAndrew .\nThe Commission on the Curriculum-Broome.\nThe Curriculum-A Paramount Issue-Judd .\n\n803\n\nThe Curriculum Problem Attacked Scientifically-Horn .\n\n812\n\n804\n805\n\nAdapting the Curriculum to Individual and Community Needs-Withers ..... 815\nCurriculum Revision: How a Particular City May Attack the ProblemThrelkeld\n\n826\n\nA Coöperative Plan for Curriculum Revision-Scott .\nThe Function of the University-Bryan ......\nWhat the Colleges Can Do for the Public Schools-Doudna .\n\n838\n\nWhat the Colleges Can Do for the Public Schools-Boynton .\n\n845\n\nLife, Liberty, and Happiness Through Art Expression-Hollister\nThe Gospel of Beauty-Taft .\n\n855\n\nA Coöperative Plan for Curriculum Revision .\n\n859\n\n834\n\n841\n\n858\n\nDEPARTMENT OF TEACHERS COLLEGES\n863\n\nHistorical Note\n\nDEPARTMENT OF VISUAL INSTRUCTION\n864\n\nSecretary's Minutes\nPresident's Address- Crandall\n\n868\n\nAdministration of Visual Education-Strayer .\n\n870\n\nDEPARTMENT OF VOCATIONAL EDUCATION\nCINCINNATI MEETING\n872\n\nProgram\n\nTheoretical Principles Underlying Tests and Measurements in Vocational\n873\n\nEducation-Toops\n\nUses and Limitations of Standardized Tests in Junior High School Industrial\n890\n\nArts\n-Edgerton\n\nRelation of Measurements to Vocational Education and Agriculture-Myers\nUse of Measurements and Objective Tests in Home Economics-Conley .....\nObjectives in Industrial Education-Profitt .......\n\n898\n902\n905\n\nINDIANAPOLIS MEETING\n\nSecretary's Minutes\n\n911\n\nWORLD FEDERATION OF EDUCATION ASSOCIATIONS\nProgram\nConstitution of the World Federation of Education Associations ...\n\n913\n914\n\n"}
{"page": 24, "printed_page": null, "text": "CONTENTS\n\nxi\n\nReport of the Committee on the Revision of the Constitution of the World\nFederation of Education Associations Relative to the Herman-Jordan\n916\n\nPlan\n\nResolutions of the World Federation of Education Associations ....\n\n916\n\nPresidential Message to the Delegate Assembly- Thomas .\n\n919\n\nASSOCIATIONAL RECORDS AND INFORMATION\n\nAct of Incorporation\n\n929\n\nBy-Laws\n\n934\n\nCalender of Meetings\n\n945\n\nOfficers for 1924-25\n\n947\n\nHeadquarters Staff\n\n952\n\nList of Committees, 1924-25\n\n954\n\nOfficers for 1925-26\n\n969\n\nProgram of General Sessions\nMinutes of the Fifth Representative Assembly.\n\n974\n\nReport of the Executive Committee .\nMinutes of the Executive Committee .\nMinutes of the Board of Directors .\nMinutes of the New Board of Directors .\nReport of Committee on Resolutions .\nTreasurer's Report\nReport of the Trustees\nReport of the Auditor\n\nSecretary's Report\nBusiness Division\nDivision of Records and Accounts .\nDivision of Publications\nResearch Division\nDivision of Classroom Service .\n\nLegislative Service\n\n983\n989\n998\n1006\n1008\n1009\n1011\n\n1015\n\n1015\n1025\n\n1034\n1036\n1039\n1042\n1046\n\n1048\n\nDepartment of Superintendence and Division of Administrative Service . 1052\nDivision of Records and Memberships .\nReport of Committee on the Revision of Departments .\nReport of the Committee on Necrology.\n\n1053\n\nThe Fifth Representative Assembly\nLife Memberships\n\n1060\n\nPublications of the National Education Association ..\n\n1080\n\n1054\n\n1058\n\n1077\n\n"}
{"page": 25, "printed_page": null, "text": ""}
{"page": 26, "printed_page": null, "text": "GENERAL SESSIONS¹\nINDIANAPOLIS, INDIANA\n\nADDRESS OF WELCOME\nW. P. DEARING, PRESIDENT, INDIANA STATE TEACHERS ASSOCIATION\nOAKLAND CITY COLLEGE, OAKLAND CITY, INDIANA\n\nIndiana has been honored before by the presence of distinguished guests,\nbut never more signally honored than today. It is our esteemed privilege\nto welcome to our commonwealth, to our capital city, to our hearts and\nhomes, the teachers of America. The teachers of America what a name\nto conjure with !\nThrough the streets of this city great soldiers have ridden, and we\ngreeted them with the blare of trumpets and the roll of drums-our welcome to the defenders of our Nation. You have come in silence, wearing\nno gorgeous uniforms, no medals of valor upon your breasts; but the\nNation knows, when it thinks, that the teachers of America have brooded\nover its children and have breathed into their souls the very spirit of\nAmerica without which she could never have had her honor roll of\n\nmighty warriors.\n\nOn other days we have thrown up our hats and with lusty yells we have\ngreeted Presidents and statesmen who honored us by pausing within our\ngates. You have come without distinguished titles. The very names of\nmost of you we have never heard and probably never shall hear, but our\nhistorians know that if you, the teachers of America, had not kept alive\nand handed down the living traditions of our Government the very breed\nof American statesmen would have perished with the death of the Colonial\ngeneration.\n\nGreat financiers of the Nation have come to our capital and we listened\nwith appreciation to their words of wisdom concerning the laws of business\nand the creation of National wealth. Today we welcome you, the teachers\nof America. You boast no millions. Some of you are worrying already\n\nabout your trivial expense account at this convention, but you have given\nto the fields and factories an intelligent, efficient American workman, and\nwithout him the financial capital of the world would never have crossed\nthe Atlantic to our shores.\n\nMaterial delivered before the general sessions is arranged in the followng\npages in more or less logical order. The date and occasion of each address may\n\nbe found by referring to the program of the general sessions which appears elsewhere in this volume.\n[1]\n\n"}
{"page": 27, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2\n\nThe teachers of America-what a name to conjure with-Kiwanians\nbuild, but you rear indestructible, spiritual, intellectual pyramids of American character which look down upon the crumbling pyramids of stone\nbeside the Nile. Rotarians serve, but you are the volunteer bondservants of\nAmerican childhood whose unrequited toil has enriched the Nation.\n\nGREETINGS OF THE AMERICAN LEGION\nGARLAND W. POWELL, CHAIRMAN OF THE AMERICANISM COMMISSION OF\nTHE AMERICAN LEGION , INDIANAPOLIS, INDIANA\n\nI need not say what a real pleasure and honor it is for me to appear\nbefore this great organization and to extend to you the greetings of the\nAmerican Legion. The National Commander asked me to extend his\ngreetings and best wishes to you for a successful meeting. At the same\n\ntime he requested me to express his deep regret in being unable to bring\nthis message to you in person.\nIt has been my honor and my privilege during the last your years to have\nworked with the National Education Association through its officers and\nmembers . I am convinced that many undertakings have been accomplished\nthat have had for their effect better educational facilities and a keener\n\ninterest in educational matters by the public generally. The American\nLegion has in its ranks many educators who also belong to the National\nEducation Association. Knowing this I come to you as one who fully\nrealizes the great work your organization is doing and the great responsibility that is yours in building future America.\nThe United States Commissioner of Education, the Hon. John J. Tigert,\nwho is well known to all of you and who enjoys the respect of everyone,\n\nemphasized last night that the faith of all Americans is in our school\nsystem. Let me join with the Commissioner in saying to you that we of\nthe Legion not only have great faith in our school system, but we have the\ngreatest of faith in our teachers, and desire at this time to pledge you the\ncoöperation of our organization in the future as we have tried to serve you\nin the past.\n\nI represent a great body made up of the men and women who had the\nprivilege of serving in the Army, Navy, and Marine Corps of our Nation\nat a time of imminent peril. We have been criticized at times for taking a\ntoo active interest in the schools of our land.\n\nI maintain that it is not\n\nonly our patriotic duty, but it is the duty of every organization and every\ncitizen to take an interest in our schools and other public institutions. It is\nsaid that we are a military organization trying to preach militarism on\nevery hand. This is not true. We know better than anyone else what\nwar means; of the sacrifices and hardships it inflicts upon a nation, for\nwe were a part of war and know full well its meaning. Therefore, we\nare not only working in every way to promote peace, but we have a commission which devotes its whole time to the study of this great question.\n\n"}
{"page": 28, "printed_page": null, "text": "GENERAL SESSIONS\n\n3\n\nOf course, we do not believe in extreme pacifism any more than you do ;\nbut we have pledged ourselves to safeguard and transmit to posterity those\nprinciples of justice, freedom, and liberty; and every American man,\nwoman, and child should feel the same about this as we do for this\nconstitutes citizenship .\nI desire to say at this time that our educational activities are directed\nthrough the suggestions and criticisms of Legionnaires who are prominent\nmembers of the National Education Association.\n\nUpon you rests the destiny of future America. Yours is the greatest\n\npeace-time responsibility in our Government. The Legion believes, and\nrightly so, that many great American lives have been sacrificed to safeguard\nand protect the ideals and principles upon which our Nation was founded,\nto insure the perpetuation of our public institutions, and to guarantee to\n\nthe world that the ideals of liberty, justice, and democracy shall live. You\nhave dedicated your lives to public service. We have dedicated our lives\nto God and Country. Both represent a great peace-time service. I want\nyou to know the Legion has great faith in this organization, and we feel\nsure that you are working for those things that we have dedicated our lives\nto-for better citizenship, a greater America, and untiring service for God\nand Country.\n\nTHE WIDER WELCOME AND RESPONSE\nMRS . MARY C. C. BRADFORD, STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION, DENVER, COLORADO\n\nNo keener joy can come to members of a profession than to be welcomed\nby comrades in the same great calling to which they belong. Therefore,\nas the representative of the one hundred twenty-five thousand members of\nthe National Education Association, and the nearly seven hundred thousand\nwho make up the remainder of the teaching profession in this country,\nI accept with pride and appreciation the welcome extended to us by the\nSuperintendent of Schools of Indianapolis, the State Teachers Association\nof Indiana, and the American Legion. And I feel that they have voiced\nthe educational attitude of Indianapolis and the State of Indiana.\nEven more than this seems to me to be true.\n\nIf \" education be the chief\n\nbusiness of the Republic,\" and the teacher's task be the fundamental undertaking among a people like ours, then, indeed, the welcome to a group like\nthis must inevitably come from the hearts and minds and wills of all good\ncitizens.\n\nSo I like to believe that the echo of millions of Indiana voices is\n\nsounding in the messages of greeting that have been given this evening,\nand that the National Education Association has been made at home in the\n\nhearts of millions of Indianians who have welcomed us by proxy.\nWhen in my own State I am called upon to welcome guests from afar,\nI am fond of saying that through my voice there ring the voices of all the\nteachers and all the school children and all the loyal citizens of the Com\n\n"}
{"page": 29, "printed_page": null, "text": "4\n\nNATIONAL EDUCATION ASSOCIATION\n\nmonwealth of Colorado. I sometimes say that the accompaniment to my\ngreeting may be found in the chiming voices of children who are finding\nhealth and recreation on the school playgrounds of the State; in the deeper\nvoices of the creative business and professional people who are striving to\nbuild a mighty commonwealth; in the plans of municipal, county, and State\n\nauthorities, whose effort is to translate into governmental action the vision\nof communities founded upon clear thinking and righteous living; in the\nearnest voices of the teachers who are eager to find the best way to mould\nthe soul-stuff of humanity in the likeness of the ideal citizenship.\nAnd what I feel back of me when I welcome people to my State is also\nevident behind the group that is welcoming us to your city and State. The\ngreat united heart-throb that times the measure of advance for the people\nof Indiana is one with the heart-throb of those of us who have come from\n\nthe other forty-seven States and from across the sea.\nThe vision of a united profession is taking form in great accomplishments\nthroughout the Republic. The mighty undertaking of America to give to\nall children in this land such educational opportunity as will meet their\nfullest needs through a training that recognizes the threefold nature of\nhumanity is gradually taking shape. Deeper thoughts, a wider vision, a\nmore laborious preparation, and a more consecrated devotion are each year\nbeing brought to the service of the child, and those of us who are here\nare doubly consecrated to this task.\nIt has been well said that \"what we wish to bring out in the Nation\nmust first be put into the schools,\" and therefore we school people have\ncome to recognize that the supreme profession of all professions is that of\nAmerican citizenship. Why do I call it a great profession ? Because\ncitizenship bears the five marks of a great profession-it possesses an accurate and ample body of knowledge, a group of fundamental principles, a\nset of standards and a method of practice, and also a flaming devotion to\nthe great ideal which is the heart of each profession. Our supreme task is\nto prepare for this great profession-this profession that is the one inevitable\nprofession, the one that each person who lives to be twenty-one enters\ninevitably and leaves only by the door of death. There is no choice for\nus Americans. We can practice this great profession well or ill, but we\nare members of it, no matter how we discharge its obligations. This is the\nvision we must give to our boys and girls. This the obligation that we\nmust lay upon their souls.\n\nAnd because we, the welcomed and the welcoming, are one in our\nmajestic and sacrificial yet joyful and triumphant calling, this happy and\nexalted response from the teachers of America comes to you of Indiana and\nIndianapolis in the name of the National Education Association.\n\n"}
{"page": 30, "printed_page": null, "text": "GENERAL SESSIONS\n\n5\n\nTHE FAITH of THE AMERICAN PEOPLE IN PUBLIC\nEDUCATION\n\nJOHN J. TIGERT, UNITED STATES COMMISSIONER OF EDUCATION\nWASHINGTON, D. C.\n\nThe founders of our Republic sought to establish a government which\n\nwould guarantee freedom to its citizens in the exercise of social, political,\nand religious rights. They had fervent faith in the capacity of the people\nto control their public affairs with intelligence and wisdom, and they had\n\nequal faith that the citizen could work out his religious salvation without\ninterference by the State. For them the State was merely the most convenient vehicle through which a liberty-loving people might transact all\nthose social and legal matters which are necessary for order and the peaceful pursuit of the purposes of existence. They were convinced that the\npersonal rights of the citizen should not be circumscribed or restricted by\nlaw except in the interest of the greater happiness and the superior welfare of all the people. Salus populi suprema lex est was the cardinal\ndoctrine upon which their scheme of law and authority was builded. Limitation of personal rights in this regard does not enslave but emancipates.\nThe citizen retains the free exercise of all rights which do not conflict\nwith the public welfare, and is protected under the law from invasion of\nhis rights and property where conflict of interest might occur.\nSuch a conception of government is essentially based upon a general\ndiffusion of knowledge among all the citizens. Madison voiced this necessity in his luminous letter to Barry, in which he wrote: \"A popular government without popular information or the means of acquiring it is but\na prologue to a farce or a tragedy, or perhaps both. Knowledge will forever govern ignorance; and a people who mean to be their own governors\nmust arm themselves with the power which knowledge gives.\"\nThe longing of our fathers for that liberty that finds expression in selfgovernment and the recognition that enlightenment alone can establish,\n\npreserve, and perpetuate a free people, stimulated the earliest settlers to\nlook immediately to the establishment of schools as soon as the necessary\ntasks of clearing the wilderness, building homes, and providing the physical\nessentials of living had been attended to.\nThe earliest immigrants who came to North America, particularly those\nfrom Britain and the Netherlands, were imbued with the most progressive\nideas of that time in matters of education. The conditions of pioneer\nlife naturally emphasize the need of schools. This fact explains in a large\nmeasure the faith and generous support accorded in recent times to schools\n\nby our younger States in the West. It is not surprising, therefore, that\namong the first colonists steps were taken at the outset to establish facilities\n\nfor learning. The colony of Virginia began as early as 1619 to undertake\nthe establishment of schools, but war, which has ever been the most per-\n\nsistent check to constructive human progress, broke out with the Indians\nshortly after and blasted for a time the educational plans of the Virginia\n\n"}
{"page": 31, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6\n\nsettlers. In New York the sturdy Dutch colonists were more successful,\nand public elementary schools, supported by public funds and open to all\nthe people, were established almost from the beginning of the colony. But,\nif one should seek the earliest systematic expression of the faith of our\nwere charged with the duty of seeing that the children could read and\nhistory which relates to Massachusetts.\n\nThe town of Boston, five years after its foundation, in 1633, ordained\nthat \"our brother Philomon Purmont shall be entreated to become school-\n\nmaster for the teaching and nurturing of children with us.\" Harvard\nCollege was established the following year, and a few years later, in 1642,\nthe Massachusetts General Court, the supreme law-making body, enacted\na significant measure, which gave to the selectmen in every town the power\nto oversee the education and employment of children. The selectmen\nwere charged with the duty of seeing that the children could read and\nunderstand the principles of religion and the laws and were employed in\nuseful work.\n\nFive years later the Massachusetts General Court invested with legislative authority the will of the people of that colony and made it obligatory\nupon every town of fifty householders to establish a school and provide a\nmaster who should be paid either by the parents of the children he taught\nor by public tax, as the majority of the town committee might prefer.\nFurthermore, every town of 100 families or householders was required\nunder this law to establish a grammar school in which pupils might be prepared for Harvard University. This, the first compulsory education law,\nhad teeth that some of our later laws do not have, for it provided a penalty\nfor its neglect in the form of a fine to be paid toward the maintenance\nof the nearest school .\n\nThis act more than any other one thing in our history gave formal expression to the need and the faith of our fathers in universal public education, and it became the basis of the public-school system of the Commonwealth of Massachusetts and the prototype of similar State systems throughout the United States. With reference to this epoch-making act, Horace\nMann, the greatest of all of our apostles of universal public education,\nmade this comment: \"It is impossible for us adequately to conceive the\nboldness of the measure, which aimed at universal education through the\nestablishment of free schools. As a fact it had no precedent in the world's\nhistory; and, as a theory, it could have been refuted and silenced by a more\nformidable array of argument and experience than was ever marshaled\nagainst any other institution of human origin. But time has ratified its\nsoundness. Two centuries of successful operation now proclaim it to be\nas wise as it was courageous, and as beneficent as it was disinterested.\"\nThe time that has elapsed since Horace Mann voiced this sentiment has\nonly served to deepen and enlarge the faith of the American people in the\nfundamental soundness, the rare wisdom, and the general benefits which\nattach to this far-spreading law.\n\n"}
{"page": 32, "printed_page": null, "text": "GENERAL, SESSIONS\n\n7\n\nThere is no mention either of God or education in the Constitution of\n\nthe United States, but certainly the American people have a faith in religion and education which is more truly the expression of an ideal of all\nthe people than any other matter that has ever concerned us as a Nation.\nIf we are not a religious Nation, and if we do not have faith in knowledge,\nthen this is not true of any people on the face of the earth. The founders\nof the Republic, in their eagerness to promote religious freedom, took no\nchances of confounding the things of God with the things of Caesar, and,\nin their desire to limit National Government to those functions which\n\ncould not be so well carried on by the States, conceived of education as\na local responsibility. Today in these United States we can see dotting\nevery mighty city pulsating with its people and adorning every tiny hamlet\nand the wide-open spaces the churches of God and the schools of the people.\nNo other institutions are so universal.\n\nWe are a Nation of steeples and\n\ndomes, of Gothic temples of religion and learning, of infinite variety of\nstructures of brick, stone, clapboard, and logs, a perpetual embodiment and\nvisible manifestation of the faith of the American people in religion and\nknowledge, echoing and reverberating through the centuries those words\n\nof the famous ordinance of July 13, 1787, when the representatives of the\npeople assembled at Philadelphia declared : \"Religion, morality and knowl-\n\nedge being necessary to good government and the happiness of mankind,\nschools and the means of education shall forever be encouraged.\"\nAlthough we have no religious or educational system established by our\nFederal Government, yet to one who flits about as I do into every corner\n\nof every State in our Union, nothing is so obviously National and so clearly\nin the mind of the people as religion and education. The countless\nchurches, chapels, colleges, and schools are a constant memorial to the\n\nfaith of our fathers, deepening and waxing firmer with the flight of each\nnew period in our history.\nTo the traveler these edifices of worship and learning do not stand\nmutely by the roadside, but their chimes and bells speak an unmistakable\nlanguage. From the belfries of the churches come these words :\nI am the Church.\n\n\" I am of Gothic, Romanesque, and simple design.\nI am in the heart of the population and in the trackless prairie.\nI am the Rock of Ages upon which all human hope is founded. I am\nthe teacher of patience, forbearance, and love. I am the solace of the sick,\nthe suffering, and the wretched. I am the bearer of joy and good tidings.\nI proclaim that 'God's in His heaven-all's right with the world.'\nI am the author of theGolden Rule. I sing 'Glory to God in the Highest,\nand on earth peace, goodwill toward men.'\nI am the Church.\"\n\nThe school bells speak also to the wayfarer and in them he hears :\n\n"}
{"page": 33, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8\n\nI am the Public School.\n\n\"I am of many-storied stone, soaring above busy city thoroughfares, or\nI am a mere cluster of weather-beaten boards in a wilderness that is track-\n\nless save for the path leading to my door.\nI am the guardian of the hopes of every generation, and I am true to\nmy trust.\n\nIn me all things are equal; in me are no distinctions among those who\ncome to me except the paramount distinction between those who are proud\nto serve and those who seek only to be served.\n\nIt is my duty not alone to teach, but equally to learn; to keep perpetually a light upon my altars, kindling them forever afresh from the\ninextinguishable flame that burns in every young heart, the sacred fires\nof love of knowledge and love of freedom and love of country, for as I\nsucceed, America succeeds. I am the true democracy.\nI am the public school.\"\nI would not exalt the school above the church.\n\nNo human institution,\n\nhowever beneficent, can claim to serve humanity more than the institutions\nof God. But, in a certain sense, the public school is more distinctively\nthe expression of the faith of all the people than the church. We have\nmany creeds, churches, and forms of religion. The cathedrals of Rome\nand of England, the synagogue of the Jew, the churches of the varied\nfollowers of Luther, the countless chapels and manifold meeting-houses\nbear eloquent tribute to the fact that the hope of the founders that every\ncitizen should enjoy the freedom of worshiping God according to the\ndictates of his conscience has been abundantly realized. But there is just\none public school in America and in the whole world. The public school\nis, therefore, our most typical institution.\n\nWithout regulation and without control from the Federal Government\nor other centralized authority, but emanating from the people themselves,\nwe have evolved a system of education in forty-eight sovereign commonwealths which is everywhere based upon the same principles, guided by the\nsame educational policies, and devoted to the same ideals.\nThe faith of America is so deeply rooted in the public school that citizens\nof all races, nationalities, and creeds support it morally and materially,\nwithout prejudice and without protest. They began with a meagre stipend\nfor its support and today they are taking over a billion and a half dollars\nout of their pockets for its annual support, or approximately fifteen dollars\nfor each man, woman, and child in the land.\nIn the public school mingle the children of all races and all creeds.\n\nThe\n\nChristian and the Jew, the Protestant and the Catholic, the Theist and the\nAtheist, the native born and the foreign born, all sit down together to\nlearn the most fundamental things of life in an institution in which they\nhave a common faith and to which they give a united support.\nIt may be asserted, likewise, that the principle is now generally accepted\nthat education beyond the rudiments may be supplied by the State, and that\n\n"}
{"page": 34, "printed_page": null, "text": "GENERAL SESSIONS\n\n9\n\nopportunity should be provided at public expense for those who desire\ncollege and professional training.\nThere is no counterpart of the American high school and college anywhere in Europe. In the old world, those who are fitted for the rudiments and those who are fitted for higher education are conceived of as\ntwo essentially different groups.\n\nThe European system of education is horizontal, but the American\nsystem is vertical.\nIt may be asserted that the American elementary system of education,\nwhich began its evolution from the principles set down in the epoch-making\nact of the Massachusetts General Court in 1647, is a result of the belief\nof all our people that the success of our political and social system demands\nuniversal education of the youth; that, while responsibility for educating\ntheir children rests primarily upon the parents, yet a State government has\na right to enforce this obligation and may determine, in a measure, the kind\nand amount of education for the children of the State, and may raise money\nby general taxation for the support of such education as the State may\nrequire, though attendance be local.\nThe public high school is the bridge that the American system of education has erected to make practical its faith that equal opportunities should\nbe provided for the education of all the regardless of wealth, birth, or occupation. Originally, influenced by European standards, American colleges\nwere set up without any provision whereby the boy or girl who was without\nmeans could cross the aching void that separated the college from the publicly supported elementary school. This limited the opportunity for higher\neducation and leadership very largely to those who were favored by birth\nor material circumstances .\n\nOld-world ideas cannot live indefinitely in American soil. The vestiges\nof feudal and aristocratic ideas displayed in a dual eductional system could\nnot long survive in the democratic atmosphere of America. American\nfaith in the possibility that the son of the poorest citizen or the humblest\nartisan might rise to the highest places of responsibility, trust, and accomplishment, supplied the public school, making a free road to knowledge\nfor every child from the kindergarten to the university. The first high\nschools were established a little over a hundred years ago, but a general\ndesire for education in the higher reaches has only developed of late. In\n1890 there were only 200,000 boys and girls in the high schools of the\nNation, and the colleges and universities were everywhere soliciting students. Today, there are about three and a half million children in the high\nschools of the Nation, and the colleges are so crowded that the problem of\nlimiting students is now more serious than the difficulty of securing them\nwas a quarter of a century ago.\nIn such a system of education our people can well have faith. Our\nschools are not perfect. They are still in a state of evolution. We have\nnot convinced ourselves that we have the best type of schools suited for\ntraining in a democracy. We have many criticisms passed upon our schools ,\n\n"}
{"page": 35, "printed_page": null, "text": "10\n\nNATIONAL EDUCATION ASSOCIATION\n\nsome of which no doubt are just. But certainly our educational system\nhas been efficient enough to inspire an ever-increasing faith in the American\npeople and probably no other human institution has achieved results comparable to it. No other institution is so cosmopolitan and democratic.\nNo other institution is so permeated with sentiments of patriotism.\nThe child who enters the American school system knows that he is living\nin a land of equal opportunity, and experience has proved that there is no\nambition so high that the poorest or lowliest boy or girl may not achieve\nit through the schools.\n\nThe American public school promotes health and happiness, creates culture, imparts knowledge, molds character, and makes worthy citizens.\nOther institutions, such as the home and the church, share the responsibility\nof these accomplishments. The criticism that the school sometimes falls\nshort of these objectives fails to take account of the fact that some of these\nobjectives are more largely a function of the home than of the school.\nIn fact, many criticisms of today are merely continued evidence of the\nfact that the faith of the people is so great in the schools that they expect\nthem to make good the deficiencies of the home and of other institutions,\nwhich have a responsibility equal to that of the school, or greater than it\nin some particulars.\nOur school system is remarkably successful in its attempt to produce an\neducated citizen, who is well defined by former Governor Harding of\nIowa as \"an individual whose mind is trained to enjoy and appreciate the\nnoble things of life; whose hands are trained to do some useful labor well;\nwhose body is symmetrically developed; whose heart is attuned to the\nhighest impulses; and whose patriotism is grounded on the fundamentals\nof our government.\"\n\nIn spite of doubts and criticisms, defects, and imperfections, and an insistent but healthy desire for constant improvement, in my judgment the\npeople of this country have confidence in their schools, and all loyal Americans would gladly add to their religious and patriotic creeds these articles of\neducational faith :\n\nI believe in the school system of the United States of America as an in-\n\nstitution of the people, by the people, for the people, conceived by the\nfounders of this Republic, nurtured for nearly three centuries by our\nfathers, sustained today by the consent and support of all our citizens.\nI believe in free universal education, equal opportunities for all our children, which guarantee our democracy within a Republic established upon\nthe principles of freedom, equality, justice, and humanity. I therefore\nbelieve it my duty to the school to love it, to support it morally and materially, to send my child to it, to help my neighbor's child to have the\nsame opportunity, and to defend it against all enemies.\n\n"}
{"page": 36, "printed_page": null, "text": "GENERAL SESSIONS\n\n11\n\nPROGRESS IN THE SCIENCE OF EDUCATION IN THE\nLAST TWENTY-FIVE YEARS\nFRANK W. BALLOU, SUPERINTENDENT OF PUBLIC SCHOOLS\nWASHINGTON , D. C.\n\nThe first quarter of the twentieth century has witnessed some of the\nmost marvelous developments in human history. The increase in knowl\nedge through the developments of science has made possible many human\nachievements heretofore never considered possible. The ingenuity of man\nin experimenting with natural forces has given him more complete control over nature at the present time than in any preceding age in history.\nFrom the science of physics, which reveals the laws of nature, has been\ndeveloped the aeroplane, by which man has conquered the air as the\nsteamship conquered distances on the water and the railroad on land.\n\nThe circumnavigation of the globe by aeroplane represents a human accomplishment due to thoroughgoing knowledge, infinite care in planning\nand the daring of youthful enthusiasm of American aviators.\nThe science of chemistry is particularly responsible for the advancement of knowledge of matter and for the improvements in conditions of\nlife. It is through the results of chemical research that the pharmacologist\nand bacteriologist seek for better medicines, specific curatives, preventives\nand serums .\n\nThrough increased knowledge of physical conditions throughout the\nworld coupled with the courage and determination born of confidence in\npossibilities of achievement, man has reached, during this period, the foremost points of the earth at the north and south poles.\nToday man may travel not only by railroad on land, by steamships on\nthe surface of the water, by aeroplane in the air, but also in submarines\nbeneath the water.\n\nToday we communicate not only by telephone and telegraph but by\nwireless and by radio.\n\nGod's world is a world of law and order. What we appear to see as\nchaos, disaster and calamity, in earthquakes, cyclones, tornadoes, drouths\nand floods are but unavoidable results of natural conditions governed by\n\nthe law of cause and effect. If the physical world were not governed\nby unchangeable laws, man's mastery over the forces of nature would be\nimpossible.\n\nMan, as a part of God's world, is subject to the laws of the universe.\nMan himself develops in accordance with laws which are part of the\ndivine order of things.\nThe youthful mind is developed according to certain psychological principles which must be known and observed if success in his training is to be\n\nachieved. Like the physicist and the chemist, the educator must know\nthe nature of laws according to which the minds of young people develop\nin order to be able to control and guide their education and training .\n\n"}
{"page": 37, "printed_page": null, "text": "12\n\nNATIONAL EDUCATION ASSOCIATION\n\nBirth of science of education-The first quarter of the twentieth\n\ncentury has likewise witnessed developments in education equally important in human progress to those in natural and chemical science. Man's\ncontrol of himself and his own development is not less conspicuous nor less\nimportant than his control over natural phenomena. The couplet of the\nphilosopher is as true today as when he uttered it centuries ago.\nKnow thyself; Think not God to span.\nThe greatest study of mankind is man.\n\nThe quarter of a century ending this year of 1925 will stand out in the\nhistory of education as an epoch of remarkable development in the science\nof education.\n\nIt has witnessed a transition from the time when educa-\n\ntional thought and procedure were predicated mainly on tradition, to a\nnew era in which the educational aims, values and educational thought\nand procedure are based mainly upon demonstrable facts. In the earlier\nperiod our aims were philosophical and idealistic, while in this day and\ngeneration our aims are scientific. In the former day the traditions of a\nschool system were inherited from an immediate or remote past. Today\nour practices are coming to be established on the basis of facts derived\nfrom scientific investigation. Scientific investigation has become the recognized basis for the establishment of our educational procedures and\npractices. It may be confidently asserted that the science of education of\ntoday was born during the first quarter of the twentieth century.\nEvidences of science of education-The recognition on the part of educators of the necessity for the adoption of the scientific method in the solution of educational problems has brought about a complete change of attitude toward education, all of which has resulted in a vastly broader\nconception of the whole educational problem.\nThe modifications in our school organization looking toward meeting\nthe individual differences among pupils is the outstanding result of scientific\neducational research. The effect is being shown in classroom instruction, in\ngrade organization, and in the revision of the curriculum.\nProgress in the science of education along lines directed toward the\nintellectual development of the child has been paralleled by a remarkable\nimprovement making for the physical well-being of the child. The relation\nof health to progress in school has been the subject of important scientific\nstudy in recent years with the result that physical education is receiving\nmore attention than ever before. Improved standards of living and\nbetter home conditions have led to a new emphasis being placed upon\nproper lighting, ventilating, and general sanitary conditions in and around\nour school buildings.\n\nThe educational survey, the establishment of departments of educa-\n\ntional research, the measurement of educational results, the conducting of\ngeneral intelligence tests, the reorganization of our teacher training courses\nare all evidences of the change in educational thinking which has characterized the first quarter of the twentieth century.\n\n"}
{"page": 38, "printed_page": null, "text": "GENERAL SESSIONS\n\n13\n\nSchool surveys-The school man's scientific attitude of mind toward\nthe problems with which he deals first found expression in the school survey. Every worthy school survey was conducted for the purpose of finding out what the schools were doing, how well they were doing it, and\nwhether they were doing what they ought to be doing.\nPerhaps the most important result of these surveys was to develop a\nmethod of scientific inquiry which could be applied generally by those in\ncharge of school systems. While fewer surveys by outsiders are being\norganized at present than heretofore, an increasing amount of scientific\ninvestigation of school systems is being undertaken from year to year.\nSurveys are now being conducted from within rather than from without.\n\nResearch departments-The scientific attitude of mind among educators\nhas resulted in the establishment of more than one hundred Departments\nof Research throughout the country. These departments are to be found\nin cities of all sizes, ranging in population from less than five thousand to\nover five million in New York City.\nAbout thirty Research Departments have been established in connection\nwith State Normal Schools and Universities:\n\nThere are also well or-\n\nganized Departments of Research in the four State Departments in Connecticut, New York, Pennsylvania and Wisconsin.\nThese departments have been organized for the purpose of carrying on\ncontinuous surveys of the educational activities in their respective States and\ncities. They are the experiment stations in education. They are constantly appraising the results of our educational theories and practice.\nThey are accumulating knowledge from scientific educational research.\nThey are educational laboratories of the educational systems. They are\nmaking it possible to establish educational procedure on the basis of facts\nscientifically accumulated rather than on the basis of personal opinion.\nMeasurement of educational results-It is a striking fact that the Courtis\n\nStandard Tests in the four fundamental operations in arithmetic were\nfirst used in the New York School Inquiry in 1911-12. Within the period\nof less than fifteen years since that time, there have been developed all the\nhundreds of standard tests for the measurement of educational results.\nTests for the measurement of general intelligence have likewise been\n\ndeveloped within the last twenty years.\n\nWhatever may be their limita-\n\ntions, the results secured from the application of intelligence tests to school\n\nchildren give more accurate, more definite and more valuable information\nthan has heretofore been available to indicate the educational capacity and\nthe educational needs of school children.\n\nMethods of teaching-No educational development in America can be\n\nconsidered of first importance unless it ultimately finds application in the\nmethods of teaching in the classroom. Teacher training institutions are\ntoday training prospective teachers not as formerly, largely in the technique\nof the trade, but rather in the scientific principles of the profession. No\nteacher training institution worthy of the name is today devoting itself\n\n"}
{"page": 39, "printed_page": null, "text": "14\n\nNATIONAL EDUCATION ASSOCIATION\n\nmerely to manipulative methods of classroom instruction. On the contrary, the instruction in our teachers' colleges and normal schools is based\nupon the fundamental principles of child psychology, and the educational\nmethods by which the child is to be transformed from what he is when he\nenters school into \"the kind of citizen that God intended him to be.\"\n\n(H. G. Wells ) .\nSome results from the science of education-The scientific method of\nattacking any problem involves a clear definition of the problem, accurate\ninformation concerning the factors which enter into the problem, and\ncarefully thought out methods in attacking its solution.\nThe scientific attitude has required us to redefine our educational ob-\n\njectives. In the earlier period of our history, education was conceived to\nbe primarily an individual matter.\n\nThe appeal to the boy or girl to continue his or her education was a\npersonal and financial appeal.\nToday, emphasis is being placed not upon the value of education to the\nindividual, but the necessity that in a democracy the citizens shall be intelligent. The whole structure of our educational system emphasizes\nthis point of view. Compulsory attendance laws are universal; the State\ninsists that the child shall be educated; a parent may not keep his child\nfrom attending school. Moreover, the wealth of the state is taxed for the\nsupport of schools. The citizen without children must pay for public\neducation in proportion to his wealth just as must the citizen with a\nfamily.\n\nThe child-The scientific attitude toward education has promoted a\ndemand for greater knowledge of the children who are to be taught. The\nmore thoroughgoing study of child life has clearly indicated the necessity\nof a better understanding of sociological, of the psychological, and of the\nmoral and ethical aspects of child life. If the school is to perform its\nfullest service those in charge must have a complete understanding of the\nchildren.\n\nA study of children from a psychological point of view, reveals varying\nintellectual differences among children. Some pupils work with great\nspeed ; others work slowly. Some pupils work accurately; others work\n\ninaccurately. Some pupils work without apparent emotion and others\nare deeply emotional. Out of the consideration of these differences has\ncome the movement for the reorganization of our schools and school systems to the end that these children, of varying needs and capacities, shall\nbe taught in accordance with their needs. From a sociological point of\nview, children in our public schools represent all classes to be found in\nthe body politic. The public school deals with school children of all ages\nand representing all groups of society. Likewise the public school must\nprepare these boys and girls of varying social standing, for life in democratic society, which is likewise made up of many groups of citizens who\nvary in their social and economic status.\n\n"}
{"page": 40, "printed_page": null, "text": "GENERAL SESSIONS\n\n15\n\nThe necessity for considering the proper education of the whole child\nresulting from the scientific attitude of mind, demands that not only shall\nhis sociological and psychological needs be known, but also that his moral\n\ntraining shall be included in the educational program. Religious instructioncannot be made a part of public education . Character education, however, is a rightful and necessary part of public education. Systematic instruction in those characteristics which make up praise-worthy conduct\nmust be a part of school instruction. The respect for authorities in school ,\ncommunity, State and Nation; proper respect for the rights of others ;\nproper respect for private and public property should all be as much a\npart of the course of study in the public schools as reading, writing and\narithmetic. Unless character education accompanies intellectual training,\nthe public schools will not be preparing the boys and girls, now in our\nschools, for citizenship of tomorrow.\nWhat of the future?-Having reviewed some of the evidences of the\nscience of education and some of the results which have been brought\nabout because of the science of education, it would be appropriate for us\nto consider \"what of the future.\"\n\nAs teachers and school officials adopt the scientific point of view more\ngenerally, still greater improvements may be hoped for within the next\ntwenty-five years than have been witnessed during the last twenty-five\nyears. I look forward during the next twenty-five years to a better definition of our educational objectives in elementary education and secondary\neducation.\n\nAs our educational objectives are more clearly defined, our methods of\ninstruction may likewise be more clean cut and purposeful. We will have\nbeen able to eliminate all false motions and waste, both of time and energy,\nof pupil and teacher.\n\nI look forward within the next twenty-five years also to the development of standardized tests for the measurement and evaluation of many\naspects of education, which have not heretofore been subjected to scentific\nmeasurement.\n\nIt may be confidently predicted that the next twenty-five years will\nwitness even greater developments in the scientific measurement of the intellectual proficiency of children and of the educational results of teaching.\nI predict that within the next twenty-five years the supervision of instruction will be characterized by the scientific procedure which has not\nheretofore characterized such supervision.\n\nSupervision as a phase of school administration is today less affected by\nthe science of education than has been classroom teaching or the organization of our schools. Teaching has been greatly improved because it has\nbecome more purposeful and has been carried on more scientifically.\nI confidently predict that corresponding progress in the supervision of\ninstruction will be made during the next generation.\n\nSupervision of instruction is difficult. It is a complex problem. It\n\n"}
{"page": 41, "printed_page": null, "text": "16\n\nNATIONAL EDUCATION ASSOCIATION\n\nhas heretofore been too largely a personal problem. As research departments make available more information as to pupils and as to the results\nachieved in classroom instruction, supervisors are able to lift the problem\nof supervision out of the realm of personal opinion into the impersonal\nrealm of scientifically attained facts.\nSummary-The development of a science of education during the past\ntwenty-five years has both broadened and intensified our interest and\ncontrol over educational theory and practice. It has enormously increased\nour knowledge of the children with whom we deal and given us a more\ndefinite basis for the evaluation of the educational material which we use\nin classroom instruction. It has extended our interest from the intel-\n\nlectual side of child life to the physical and moral aspects of youth and\nmanhood. Today, more than ever before, the whole child is going to\nschool.\n\nBeyond the child the vision of the educator must see clearly the requirements of citizenship in a democracy for which the teacher is preparing\n\nboys and girls. Democratic society for which the public schools must\nprepare the future citizens of the Republic is more complex today than\never before. Conscious consideration of that complexity and of its significance is as important to the teacher as a knowledge of the laws of\npsychology.\n\nAs the members of a great profession it should be our solemn obligation\nand responsibility that the boys and girls now in our schools shall leave\nthem for the school of life possessed of that knowledge, that power to\nthink straight and those ideals of citizenship which are essential to the\npreservation of Democracy itself.\n\n"}
{"page": 42, "printed_page": null, "text": "GENERAL SESSIONS\n\n17\n\nPROGRESS IN THE ADMINISTRATION AND SUPPORT OF\n\nSCHOOLS DURING THE FIRST QUARTER\nOF THE TWENTIETH CENTURY\nGEORGE D. STRAYER, PROFESSOR OF EDUCATION AND DIRECTOR, INSTITUTE\n\nOF EDUCATIONAL RESEARCH, TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY, NEW YORK CITY\n\nProgress in the administration and support of public education must be\nmeasured by the degree in which we realize our educational ideals. We\npropose in our democracy that opportunity for education shall be provided\nfor all. We know that individuals vary in interests and in abilities. The\nproblem of educational administration is most certainly not the providing\nof uniform opportunities for education, but rather types of opportunity as\nvaried as are the individuals who constitute our society. We must judge\nof the progress that has been made in the administration of our schools by\nasking ourselves this most important fundamental question : To what extent\nare our schools providing for each individual that unique opportunity which\nwill enable him to make the most of himself and to serve most adequately\nin the society of which he is a member ?\nThat the administration and support of education during the past twentyfive years has contributed to the realization of the ideal of equality in\neducational opportunity is evident to the most casual observer. When one\ninquires concerning the organization of the school system, the buildings\nand equipment furnished, the adjustment of our courses of study to the\nneeds of individual pupils, the financing of the program, the supervision\nof the work done, or the management of the personnel, the answer in every\ncase must be that substantial progress in the realization of our ideal has\nbeen made in the quarter of a century about to end.\nIt was during this period that the significance of administration in the\ndevelopment of efficient schools has been recognized, and this new efficiency\nhas been related constantly to the adjustment of the school system to the\nneeds of individual boys and girls. Our public has come to recognize that\nthere is a special technical field of work in the administration of schools\nwhich can be handled only by one who has been trained for this type of\nservice. In some cases the responsibilities of the superintendent of schools\nhave been defined by law in such manner as to give him power to initiate\nand to carry through certain professional activities subject only to confirmation by the board of education.\nThis recognition of the importance of professional service has extended\nthroughout our school system. The cities were the first to recognize this\nnew type of professional activity, but in recent years this recognition has\nbeen extended to include the office of county superintendent of schools and\nof the State superintendent or commissioner of education. It is not too\nmuch to hope that during the period of the next twenty-five years the selection of all professional executives will be placed in the hands of boards of\neducation and that the qualifications required by law will be such as to\n\n"}
{"page": 43, "printed_page": null, "text": "18\n\nNATIONAL EDUCATION ASSOCIATION\n\npreclude the possibility of placing in office, by virtue of political considerations, men or women not adequately trained for this most important public\nservice.\n\nConsiderable progress has been made in the development of the larger\nunit of school support and administration. This movement is significant\nbecause it contributes to the realization of the ideal of an equalized oppor-\n\ntunity for education for all of the children of the State. The county as\nthe local unit of administration has developed to the point where it is\n\nacknowledged by the profession as offering a better basis for the administration of schools than the township or district. This development has\ncome about because of the recognition of the needs for expert professional\nservice in the supervision and administration of rural schools. Paralleling\nthis movement, and in some cases growing directly out of the development\nof the larger unit of administration, has come the consolidation of schools.\nThis movement in whatever administrative relationship it may occur spells\nprogress because it means a more adequate opportunity for education for\nthe children who are assembled in this type of school organization.\nThe necessity for separating the administration of schools from those\npolitical considerations which so commonly operate in our cities has been\n\nacknowledged by the development of the principle of the separate financing\nof schools under an elected board of education. We know that the most\n\nimportant business of the present generation is the education of our children .\nWhere the issue has been clearly drawn the people have not been willing to\n\nsacrifice the efficiency of their schools to political consideration.\nOther striking evidence of our attempt to realize our ideal is found in\nthe better buildings and more generous facilities which we are providing,\nespecially for activities other than those ordinarily conducted in the classroom. Shops, laboratories, libraries, gymnasiums, and auditoriums have\ncome to be acknowledged as a necessary part of the equipment of our\nschools as contrasted with the classrooms which satisfied the demand of the\n\nold uniform and theoretical education which we provided only a generation ago.\n\nQuite as significantly we have provided, even in our larger cities, for\nschool sites ranging in size from five acres to one hundred acres in order\nthat playground facilities may be made available for children. Programs\nof physical education and the organization of school health service have\ndone much to promote the physical well-being of school children and of the\ncommunity as a whole.\nIn the reorganization of schools possibly the outstanding contribution of\nthe period under consideration is to be found in the development of the\njunior high school. This new unit of our school system, offering as it does\nan opportunity for exploration and in its last year for some degree of\n\nspecialization, promises large dividends in the adjustment of education to\nthe abilities and interests of pupils. When in the junior high school an\nadequate program of educational and vocational guidance has been de\n\n"}
{"page": 44, "printed_page": null, "text": "GENERAL SESSIONS\n\n19\n\nveloped, we may propose that we are seeking directly to achieve our ideal\nof equalization of educational opportunity.\nA very real achievement during this period is to be found in the organization of vocational schools. This new type of educational endeavor,\nstimulated and aided by the Federal Government, means an opportunity for\neducation and for increased efficiency to thousands of boys and girls who\nwere formerly denied education because they did not profit by the restricted\nopportunities offered in the traditional school. The comprehensive senior\nhigh school with its distinctive curricula, the continuation school with the\nstimulus which it brings to those who have entered actively into the productive enterprises of their communities, the junior colleges bringing as\nthey do an opportunity to boys and girls for the completion of the first\ntwo years of college work living at home, and the development of adult\neducation are worthy of mention.\nThe fundamental consideration in the realization of our educational\n\nideal is to be found in the securing of a regular attendance upon the work\nof the school of the children and youth of our land. We have made considerable progress. Compulsory education is everywhere acknowledged as\nnecessary, even though inadequately enforced. The period during which\nchildren are required to attend some kind of school has been extended to\n\nsixteen and even to eighteen in some of our States. The continuing census ,\ntogether with the development of more adequate attendance service, has\nmeant a large increase in the percentage of the school population actually\nin attendance in our schools.\n\nThe social and educational service rendered\n\nby visiting teachers has made for a better understanding by the schools of\nthe needs of pupils and has contributed largely on this account to the\nefficiency of the school service.\n\nThe insistence upon school attendance for all children has contributed\nboth directly and indirectly to the organization of schools and courses that\nmore adequately meet the needs of individual children. It has been found\nnecessary to organize special classes for certain groups of children. As\nthese opportunities have been provided for the mentally backward, the\ndelinquent, and the physically handicapped there has come a greater realization of the need of differentiation in the classification of those who vary\nless extremely. We have a right to expect better results from the homogeneous grouping of pupils. Progress already made in this field of organization and classification has contributed definitely toward eliminating the\ndepressing record of retardation and elimination which were characteristics\n\nof our schools at the beginning of the century.\nGenuine progress has been made in the selection, payment, tenure, and\npensions for teachers. It is becoming increasingly true that teachers obtain\ntheir places by virtue of the special qualifications which they have for the\nservices to be rendered, and that they hold their positions so long as they\nare efficient, without fear of the politician. In like manner, salary schedules\nhave been adopted and retirement allowances provided which guarantee\nsupport even if on a somewhat more restricted level than is desirable. The\n\n"}
{"page": 45, "printed_page": null, "text": "20\n\nNATIONAL EDUCATION ASSOCIATION\n\nprinciple of a single salary schedule providing recognition for professional\ntraining and efficiency in service at whatever level in the school system a\nteacher is employed has been accepted in theory and we may confidently\nexpect to see it carried into practice. The participation of teachers in the\nformulation of plans and policies for the development of the school systems\nin which they work has done much to improve the status of the profession.\nWe have developed new ideals and new practices in the field of the supervision of instruction. The supervisory staff, which once consisted primarily\nof special teachers, has come to be composed in its best form of a group of\nhighly competent professional workers who are responsible for the training\nof teachers in service.\n\nThe measurement of the achievements of children\n\nand of their intelligence, the demonstration of methods of teaching based\nupon scientific inquiries, the revision of courses of study in the light of\nobjectives closely related to our modern social life-these are some of the\ncontributions which supervision is today making to the increased efficiency\nof our school system. It is important to note, as well, that there is coming\nto be recognized a distinction between the line and the staff organization\nnecessary for the most efficient administration and supervision of our\nschools. The work of the line officers-assistant superintendent, general\nsupervisor, and principal-has to be supplemented by the staff worker in\nthe bureau of research, in the psychological, medical, or social clinic, or in\nthe attendance department, if the proper adjustment between the needs of\nthe children and the services which the school offers is to be brought about.\nSchool surveys have come to be acknowledged as an important factor in\nthe administration of public education. In both local and State school\nsystems, the survey has evaluated current practice, has presented a diagnosis\nof the educational situation, and has proposed programs for the advancement of these school systems. The validity of the work done has been\nestablished by the successful programs of education which have been\ncarried forward upon the basis of the recommendations of these surveys.\nDepartments of research are everywhere active in evaluating procedures\nand thereby contributing to progress. Possibly the most striking characteristic of the period is that we ask for evidence rather than for enthusiasm\n\nfrom those who would propose changes in our methods of teaching, in our\ncourses of study, or in the organization of our schools. The experimental\nschool associated with the university schools of education has contributed\nlargely to the development of this scientific attitude. It has often furnished\na sound basis for changes in our procedures. This idea of the experimental\n\nschool has been extended to our public school systems and promises large\nreturns for improvement of educational administration. One has only to\n\nnote the scientific attitude of many of those who are experimenting with\nthe platoon school, the Dalton and Winnetka plans of classroom procedure,\nand the like, to be convinced that we are entering upon a new era in the\ndevelopment of scientific investigation in the field of educational administration.\n\n"}
{"page": 46, "printed_page": null, "text": "GENERAL SESSIONS\n\n21\n\nIn the financing of schools, the principle of State responsibility for the\nsupport of education has received new and important recognition. Several\nof the States have passed laws within the past ten years which seek to\nequalize the opportunity provided for education while allocating the burden\nof support for the maintenance of this program in such manner as to\nmake it rest with equal weight upon all of the people of the State. The\nfurther acknowledgment of this principle of support is required, if we\nwould realize our ideal in the great majority of our States and in the\nNation as a whole.\n\nWe have made progress in the development of more adequate financial\naccounting for our schools. An analysis of costs which makes available to\nthe board of education and to the community at large the true cost of each\nof the many services rendered by the school system furnishes the only\nsound basis for asking for support. On the basis of this analysis of costs\nand a definite statement of the program of service to be rendered our\nefficient administrators are preparing budgets which are known to be\nreliable. Other developments in the business administration of schools\nhave resulted from the study of these problems by our school executives.\nWith the very great increase in the percentage of the total population\nserved by the schools, there has come a very great increase in cost. As we\nshould have expected there has been some criticism of this increase in\nexpenditure for public education. Most of our critics have, however,\nomitted from their discussions any adequate statement with respect to the\nchanging value of the dollar. Many of them seem not to have been at all\naware of the very great increase in the load which the school has been\ncalled upon to carry. Almost all of them fail to appreciate the fact that\nwe can afford to spend even more than we are now spending for education,\nif we value education above other goods which we may purchase either\nprivately or as a matter of public service. It is not too much to claim\nthat the belief of our American people in education is closely related not\nonly to the scale of values which they acknowledge, but also to the actual\nproductivity of our school system.\nWe have learned that it is important to take the public into our confidence and to supply to all interested citizens adequate information concerning our plans and our results. Better school reports and a wider use\nof the daily and weekly press and of other agencies of publicity have contributed to the development of public confidence in the work of the schools.\nFurther progress in the administration of public education is clearly\nindicated. Principals, supervisors, and superintendents of schools are in\nattendance in our university schools of education in ever-increasing numbers. These mature professional students in association with their col-\n\nleagues of the faculty are developing more significant professional courses\nfor the training of school administrators and supervisors. The leaders\namong this professional group have come to appreciate the importance of\nprofessional organization for all who work in this branch of the public\nservice. Progress is assured because of the activities of our local, State,\n\n"}
{"page": 47, "printed_page": null, "text": "22\n\nNATIONAL EDUCATION ASSOCIATION\n\nand national educational associations. In each of them we may confidently\ncount upon the support in increasing measure of scientific attack upon our\ncommon problems. We may just as certainly count upon their enthusi-\n\nastic support of that ideal which proposes that education shall offer to\nevery individual a chance to make the most of himself in order that he\nmay render the largest possible service to the society of which he is a mem-\n\nber. Continued progress is assured upon the basis already established in\nideals which we commonly acknowledge, and in the carrying forward of\nthe scientific inquiries to which we are devoted.\n\nSCHOOLS AND THE BUILDING OF CHARACTER\nWILLIAM L. BRYAN, PRESIDENT, INDIANA UNIVERSITY, BLOOMINGTON\nINDIANA\n\nThe hardest thing in the world is to make really better the moral habits\nof oneself or of anyone else.\nIt is enormously difficult to change any habit. Last month at Indiana\nUniversity Dean Pound of the Harvard School of Law recited a list of\n\ngrammatically unlawful phrases which he had found in the examination\npapers of his students all of them post graduates, all of them in the upper\nlevels of ability and attainment as compared with average college men.\nThese superior men coming up through many of the best schools and colleges of America had mastered a thousand hard tasks but had not escaped\nfrom the bad speech habits of childhood. In morals the task is far harder.\nIn a matter of morals one must fight habit and also passion. A man has\nno passionate interest in saying \"I seen\" or \"he don't\" or \"I ain't.\" But his\nbad moral habits are intrenched in hungers and hates which cry out from\nevery cell of his body. \"I find then a law,\" says Paul, \"that when I would\ndo good evil is present with me. For I delight in the law of God after\nthe inward man; but I see another law in my members warring against\nthe law of my mind bringing me into captivity to the law of sin which is in\nmy members . O wretched man that I am who shall deliver me from this\ndead body.\" ( Romans VI, 21-24.)\nTo make a plan for moral improvement is a joyous enterprise. Το\nbring about real improvement in oneself or in anyone else is the hardest\nthing in the world. Nevertheless we must think of plans and methods,\nand I shall at this time name four.\n\nFirst: Moral education requires good teaching of the regular school\nsubjects.\nA few years ago I inspected a high school which was abnormally bad.\nI saw first-year students of algebra trying to multiply one quantity by\nanother when they did not know anything with certainty from the first\nof the book to the lesson of the day. They did not know exactly how to\nadd or subtract or multiply. They did not know a coefficient from an\n\n"}
{"page": 48, "printed_page": null, "text": "GENERAL SESSIONS\n\n23\n\nexponent. They could not have had one good lesson since school began.\nThey were stumbling about trying by hook or crook to get the answers in\nthe book. I found very much the same condition in other classes. Of\ncourse there was disorder. A glance across the room would show everywhere potential anarchy. I was not surprised to hear later that the principal had been dismissed and that a lively school war had broken out in\nthe community. The whole school situation in that town was sick. A\nprincipal part of the blame doubtless was that children were going to\nschool day after day without being made to work steadily at good tasks.\nAfew years later I found a new situation-a new man at the head-a new\n\npolicy. Lessons in the outset short. A few alphabetic things exactly\nlearned. Children having the satisfaction of little successes. Learning\nto like work. Getting the habit of work. Energies turned from wrong,\ndisease-making channels to right, health-making channels.. The whole\nschool situation growing healthy and health giving. In a word here was\nreal moral progress which came largely (not wholly) from the fact that\nchildren were properly led to work at the tasks which make civilized men.\nHere I wish to say a word for those teachers who are not much touched\nby emotion, who never preach and seldom sing, whose lives are slow and\ngray but who lead children to work steadily and in good temper from\nSeptember to June at the A B C's of civilized knowledge and who therefore develop in children the habit of steady, hard work. These teachers\nare the hidden builders of society. They are not seen among the heroes\non horseback. They are on foot, in the dust, lost in the crowd, but theirs\nis the heroism which bears up and carries forward most of the work of\ncivilization.\n\nSecond: Right principles of morality must be taught. The teaching of\nmorals is a thing not to be despised or neglected. This is proved by the\nexperience of the best races through thousands of years of time. The best\nexample that I know is the practice and experience of the Hebrews. The\nbare fact that the Hebrew race has survived under the most difficult con-\n\nditions, producing generation after generation of healthy men and women,\nproducing century after century great men, makers of civilization, is complete proof of the fundamental morality of that race and makes them authoritative counselors as to the moral education of children.\n\nIf the test of truth is experience then this experience in producing men\nthrough the greater part of historic time has a weight far beyond the most\nplausible theorizing whose claim for consideration is that it is fresh. Apart\nfrom any theological consideration, I believe that the best book on the\nmethods of moral education is the Hebrew Bible.\n\nIn the forefront of\n\ntheir moral theory and practice the Hebrews put the teaching of the law.\nFrom end to end the Old Testament rings with this counsel :\nThe Law is thy Life. Teach it to thy children when thou liest down and when\n\nthou risest up and when thou art by the way. Lay up these my Words in thy\nheart and in thy soul and bind them as a sign upon thy hand and they shall be as\n\nfrontlets between thine eyes . Wherewithal shall a young man cleanse his way ?\n\n"}
{"page": 49, "printed_page": null, "text": "24\n\nNATIONAL EDUCATION ASSOCIATION\n\nBy taking heed thereto according to thy Word. Thy Word is a lamp unto my\nfeet and a light unto my path.\n\nThe same counsel is given to the people as a whole. The law is your\nlife. Forsake it and you will be scattered and destroyed. Keep it and you\n\nshall live among the nations forever. This curse and this blessing have\nbeen fulfilled even unto this day.\n\nThe same evidence of the value of moral teaching comes to us from the\nhistory of the Christian church in its best estate, both ancient and modern.\nChristianity through the church and family and also during most of its\nhistory through the schools has taught its children its principles of faith\nand practice. Most men of whatever faith recognize the value of much\nof this teaching and all recognize its efficiency. The Ten Commandments\nand the Sermon on the Mount sink deep into the marrow of a society whose\nchildren learn them by heart.\nI shall not here and now discuss the calamitous fact that in avoiding as\nwe must the entanglement of church and state we are not free to use in our\nschools the greatest book of morals which the human race possesses. We\nmust do the best we can in spite of this handicap. There is no adequate\ncompensation for it.\nThird: Moral education requires the help of art. The most distinguished advocate of art as a means of moral education known to me is\nPlato.\n\nPlato believed as severely as the writers of the Bible that there is\n\nno law for children or for men or for nations except the eternal Truth.\nHe thought, however, that children could not comprehend the truth in its\nabstract purity and must receive it through the forms of art. He therefore urged that rigid selection be made of the few best poems, songs,\net cetera, which were true and pure as well as beautiful so that through\nthem the children might get a first sense of the truth necessary for their\nlives.\n\nThirty years ago in this town I heard a disciple of Plato, an educational statesman, Nebraska Cropsey, tell of the coming of art into the\nschools of Indianapolis. \"Here are tens of thousands of children,\" she said,\n\"that are touched by no uplifting institution except the school. We teach\nthem to read and to spell and to add, and presently thousands of them go\nout to be hewers of wood and drawers of water for life, without a glimpse\nof beauty and without the hunger for it. We give them,\" she said, \"an art\nmuseum and no interest in going there.\"\nI remember the nun-like quiet, the white fire of this woman as she said :\n\n\"If we are to save Indianapolis from damnation we must bring to all these\nchildren of the people the greatest music in the world that they can like,\n\nthe greatest pictures in the world that they can like, the greatest poetry\nin the world that they can like. They will like some of these things if they\nhave the chance.\" And then she said in substance as Plato said before her :\n\n\"Our youth will dwell in a land of health amid fair sights and sounds, and\nbeauty, the effluence of fair works, will meet the sense like a breeze and\n\n"}
{"page": 50, "printed_page": null, "text": "GENERAL SESSIONS\n\n25\n\ninsensibly draw the soul even in childhood into harmony with the beauty\nof reason.\"\n\nWithin the thirty years since Nebraska Cropsey and Wilhemina Seegmueller made the vision of Plato in some degree a reality in Indianapolis,\nthe American schools elsewhere and almost everywhere have done the like.\nIn this connection I wish to indicate a certain new movement from which\n\nI have good expectation. I have for years hoped to see made a list of\nbooks for children which should have these three characteristics :\n\n1. The list would be small, perhaps 100 books.\n2. Every book would be of course first-rate.\n3. The men and the methods of selection would be such as to give the\nexcellent small list the greatest possible prestige.\nThen I would hope that this small group of first-rate books would go\ninto every school of America, not only to benefit millions of children individually but so as to unite them. Dr. Newlon has said that if any group\nof propagandists could control the curriculum and textbooks of the American schools, they could in large part control the ideas of America in twenty\nyears. Sundry groups of propagandists are trying to do that thing. I\npropose another propaganda. I propose that every school in America along\nwith whatever else it has shall have the same small shelf of books, every\nbook chosen as a work of genius that children can like. Not all the children will read or care .\n\nBut millions of children from ocean to ocean,\n\nmillions of children of diverse race and breeding and occupation will grow\ntogether in mind by knowing together and loving together a few eternally\ngreat things. America will be rightly united when in such fashion its\nchildren grow together in mind.\nLet me add that committees of the Association of American Universities,\nof the American Library Association and of the National Education Asso-\n\nciation are working together at this plan.\nFourth: Moral education requires just and wise administration of the\nschool. The most important influence affecting a boy's character is not\nwhat is said to him but how he is dealt with. The opening exercises may .\ngo in one ear and out the other, but an unfair deal in discipline is not forgotten in forty years. What kind of deal the boy gets depends first upon\nthe teacher. If she is mean, uncandid, unfair, petty, vindictive, her school\nis as if stricken with a plague. Her moral diseases are catching and reappear in a score of evil ways in the children. On the other hand if the\nteacher is good-tempered, honest, fair, magnanimous, these qualities of\n\nhealth are also catching. I agree heartily with the old commonplace\nsaying that by far the most important factor in moral education is the\ncharacter and disposition of the teacher. It is, however, necessary to re-\n\nmember that the kind of deal a boy gets in school depends upon many who\nstand behind the teacher-the superintendent, the trustees, the city council ,\nor the city boss. If the situation behind the teacher is corrupt, if men\ncan reach through the teacher and determine the treatment that falls to\nthe children, not for the children's sake but for their own corrupt ad-\n\n"}
{"page": 51, "printed_page": null, "text": "26\n\nNATIONAL EDUCATION ASSOCIATION\n\nvantage, then the school, which ought to be a kingdom of righteousness,\ntends to become a kingdom of iniquity. When this mortal offense against\nthe life of the children is tolerated, all the ordinary means of moral education become futile or worse. When the things done are a shock to the\n\njustice of the school, the presentation of noble ideals there seems a kind of\nblasphemy.\n\nWhat can the teacher do in such a case ? Two things are\n\npossible. You can fight as Chancellor Lindley fought for us all in Kansas .\nYou can stand at the door of your school between the kingdom within\n\nwhich should be sacred and those who would ravish it, and can fight there\nuntil you fall-not less heroically than one who falls in battle.\nBut there is another possibility. Men are not divided into good and\nbad. All men are both good and bad in varying proportions. A school\nman needs to remember that he is far from perfect himself and then to discover that his worst opponent is not without elements of goodness. The\nbest school men know these things well. They face a corrupt city as they\nface a bad school-to convert, to rescue, to win the city up to its own best\nconvictions. In this way the so-called bad man who was running amuck\nthrough the school system has been led to come around and join the guard\nabout the school where his children go. He has done this not through\nthe fine diplomacy of anyone, but because at the bottom of his heart there\nis a good man.\nI often think that the most dangerous position which any man among us\nholds is that of school superintendent. The Government cares for the\nsoldier and for his family. But the school man at the height of his capacity\nand usefulness may be struck down and turned out with wife and children\nand without resources.\n\nIt is a fearful calling.\n\nIt is no wonder that many\n\nfalter and droop and seek only to creep from year to year in safety. It is\nno wonder that some of a finer sort turn aside in despair and seek only to\nsave their own honor in a wicked and perverse generation. But it is a\nwonder, a wonder none the less because again and again we see it happen,\nwhen the schoolmaster makes the community his charge and through a\ngeneration of service, with a scant living and at peril of his daily bread,\nleads his people and their children some way on the upward road.\n\n"}
{"page": 52, "printed_page": null, "text": "GENERAL SESSIONS\n\n27\n\nSIGNIFICANT DEVELOPMENTS IN SCHOOLS\nAND CURRICULA\nJ. M. GWINN, SUPERINTENDENT OF SCHOOLS, SAN FRANCISCO, CALIFORNIA\n\nThe fundamental causes of the significant developments in schools and\ncurricula in the United States during the past twenty-five years are found\nin the new meanings of democracy;in the better understanding of the nature\nof the child and of youth; in the clearer and more scientific knowledge of\nthe nature and processes of education; and in the attempts to apply these\n\nnew meanings, understandings, and knowledge practically and consistently\nin programs of education. The educational development of the quarter\n\ncentury may be characterized as democratic, psychological, and scientific.\nThe dominant democratic influence has been the attempt to make explicit\n\nin our educational programs all that is implicit in that democratic idealequal educational opportunities for all the children of all the people. The\nconception of equality as meaning the same, which, when applied to education provided one school and one prescribed course of study for all children\nwhether intellectually able or dull; whether physically and morally fit or\ndefective; whether American-born or foreign-born, or whether bound for\ncollege or for the corn-field, had to be discarded when all the children\nof all the people came to school. The one school grew into many different\ntypes of schools, and the one narrow and prescribed course of study widened\nand diversified. The old studies have not been discarded. They are still\nthe backbone of the course; but the newcomers into the schools needed\n\nsomething different and additional, and it has been given them.\nGrowing out of a better understanding of the individual being educated,\nwhether child or adult, the most powerful force influencing education\nduring the period has been the recognition of the differences that exist\namong these individuals and the belief that these differences must be\nrespected and that programs of education both in their matter and method\nmust be so shaped as to give each child his chance.\nThe quarter century has seen a powerful reaction against the \"lock step\"\nand along a single track in education. The picture of a modern city\nschool system in 1925 is quite different from the picture of 1900. This\ndifference is largely due to the adjustments to the needs of the individual\nchild to the end that each child might be given opportunity according to his\nabilities to work at 100-per cent efficiency and in ways and upon matter\nsuited to him and attractive to him .\n\nIn 1900 there were sincere attempts at lessening the evils of the \"lock\nstep.\" The main effort then was not in differentiating the courses, but in\nshortening the distance between promotion points for the child as he\nadvanced along the uniform course with uniform quantitative and as far\nas possible uniform qualitative achievements. The annual plan of promotion was being changed into the semi-annual or quarterly plan. There\nwere discussions of the Elizabeth Plan, the Cambridge Plan, the plan used\nin St. Louis, the Batavia Plan, and the Pueblo Plan, where some gulped\n\n"}
{"page": 53, "printed_page": null, "text": "28\n\nNATIONAL EDUCATION ASSOCIATION\n\ndown the course and others partook leisurely, but all took the same in\nquantity and quality as far as they got on their way. Lines of strength in\nthe individual child were ignored; he was held back where he was strong\nand compelled to exercise along the lines of his native or acquired weaknesses .\n\nThese devices for varying the speed of consumption of the table d'hote\neducational menu helped much, but it was observed that in spite of the\nuse of the Elizabeth knife, the Batavia spoon, and the Cambridge fork\nmany quit after the soup course; others after the entrée; few survived to\nthe dessert. It was further observed that many could not reach up to the\ntable at all.\n\nThere were no low tables for those who had been \"born\n\nshort\" or had acquired shortness through hard conditions.\nViewing the starvelings under the table, the consumption of soup or\nsalad by some while others had done with the dessert, and the frightful\nfalling away from the educational feast, we consulted, about 1910, our\neducational diagnosticians. They said the trouble was retardation and\nelimination . They made a most formidable display of facts in proof that\nthe schools were in a bad way, due to retardation and elimination. These\nbad results were due to an educational pellagra and starvation from improper and inadequate foods. There was imperative need for a new menu,\nso we entered the curriculum reconstruction period of our quarter century.\n1925 finds us deep in this important movement.\nThe second most powerful psychological influence has been the weakening of our faith in the doctrine of formal discipline and the recognition of\nthe need for development and training of specific abilities, habits, and attitudes with the consequent need for making the school a real part of life,\nclosely related in its motives, subject matter, and processes to the out-ofschool life, whether domestic, political, vocational, or recreational. One of\nour educational philosophers has thus summed up this influence: \"The school\nmust, therefore, reproduce the actual conditions of working, thinking, and\nfeeling that exist in the democratic life outside the school and must give\n\npractice in them.\" Under this influence schools and curricula have become\nmuch more practical than in past years; practical, in the sense that real\nlife needs and processes determine what is taught in the school, how it is\ntaught, and how learned.\nThe scientific influence that has most affected schools and curricula has\n\nbeen the creation of standards of measurement of mental ability and educational achievement, and the development of a technique for the application\nof these measures in the organization and control of education. The application of the ways and means of science has greatly modified curricula and\nhas even caused the establishment of special types of schools.\nIn addition to these influences there have, of course, been others and\n\nalso certain practical considerations such as the cost of education, the character of the teaching personnel, and buildings and equipment. These practical considerations have sometimes caused the modification of school or\n\n"}
{"page": 54, "printed_page": null, "text": "GENERAL SESSIONS\n\n29\n\ncurriculum, or even the invention of a new type, the new element being\nlater justified in theory.\nAmong the most significant developments in schools during this quarter\ncentury must be listed :\n1. The junior high school.\n2. The junior college.\n3. The consolidated rural school .\n\n4. The part-time school.\n\n5. Vocational schools of various types-agricultural, trade, home-making-the\ninfluence of the Smith-Hughes Law.\n6. Special schools and modification of type schools. These are attempts at adjustment to new democratic, psychological, and scientific demands producing :\nThe platoon school .\nIndividual instruction schools.\n\nSchools for atypical children.\n\nAmong developments in curricula we must note :\n1. Making curricula practical-elimination of non-essentials-relating curricula\nto real life needs .\n\n2. Broadening curricula-all the children of all the people now attend school.\nThis development expresses itself in:\n(a) Minimum, middle, and maximum courses in elementary schools.\n(b) Junior high school courses with limited election and exploratory courses.\n(c) Cosmopolitan high school course of study with wide electives.\n3. Better method curricula, including projects, socialized activities, activity pro-\n\ngrams, motivated work, work-study-play plan.\n\nThe most important new school of the period is the junior high school .\nIt came following twenty years of criticism of the 8-4 plan and more particularly of the work of the seventh and eighth grades. The colleges said\n\nentering students were too old, the universities complained of the age of\ngraduates from the professional schools. Saving time was the primary\nurge for a reorganization of the schools. There followed a period of investigations and reports on minimum essentials. The old eight-year\nelementary school course was to be pared down to six. We came almost\nin sight of the lost two years. But while the time-savers were operating\non the old course there was another group looking out of the school\nwindows into the ever-growing more complex and expanding social conditions. They found that times had changed and that there was need for\nthe schools to change and to teach many things not previously taught. So\nit has happened that when the time-savers cut away a large section of useless matter from the old course these social efficiency experts shoved into\nits place a larger mass of new materials. The lean years have become fat\nbut not shorter. With lengthened school term and lengthened school day\nwe find that 6 and 3 and 3 are no less than 8 and 4.\n\nIt now seems not improbable that the fellows who started all this trouble\nback in 1888, the colleges, when they pointed the finger of criticism at the\nelementary and high schools, may find themselves shorn of the two years\nifthey lose not their whole four. The public high schools are already con\n\n"}
{"page": 55, "printed_page": null, "text": "30\n\nNATIONAL EDUCATION ASSOCIATION\n\nsuming the lower two years of the college course, and the upper two years\nare being devoured by the university professional schools. Who knows\nbut the end of another quarter century may find that the junior high\nschool has sloughed off the junior and become the high school, and the high\nschool in consuming a part of the college course may have been transferred\ninto the college, leading directly into the extended professional school of\nthe universities .\n\nThe junior high school as a separate unit, an organization of the work\n\nof the seventh, eighth, and ninth grades, had its real beginning about 1910\nin Berkeley, California. At first it spread slowly, but during the last five\nyears its growth has been rapid.\nThe consolidation of schools had its origin before 1900, but during this\nquarter century this movement has become of so great importance and has\ngrown so rapidly that it is entitled to rank among the significant educational developments.\nThe consolidation of schools and transportation of pupils are both expressions of the attempt to equalize educational opportunities, giving to\nthe rural communities as good schools as those already provided in urban\ncenters and giving to the less favored rural districts with many children\nas good schools as those in rural districts of more wealth and fewer children.\n\nConsolidation has advanced slowly under many adverse conditions.\nLaws for consolidation are yet only permissive, and not mandatory.\nThe small school cannot provide the type of education demanded whether\nin rural or urban centers.\n\nConsolidation in rural areas has had its counter-\n\npart in the movement for larger schools in cities. The earlier concepts\nof a city school system involved many small schools of four to twelve teachers.\nThe requirements of present-day education are forcing a school of\namuch larger size so that with children of varying abilities and interests,\nclasses and courses may be adjusted to their needs. The breadth of mind\nand the ability to coöperate doubtless vary directly with the area of the\nschool district.\n\nThe consolidated rural school and the larger urban school\n\nwill make better citizens.\n\nThe industrial developments of this period and the application of scientific methods with resulting complexity of production and distribution and\nthe need for vocational reeducation of thousands of disabled men returned\n\nfrom the World War have greatly increased the demand for vocational\neducation.\n\nThe Federal Government recognized the demand, and in 1917 Con-\n\ngress passed the Smith-Hughes Law, which makes annually at this time a\ntotal appropriation of more than four million dollars for vocational education. Many more millions are being expended by the Government on voca-\n\ntional education for former soldiers who were partially disabled. This\nperiod has seen a multitude of vocational education laws passed by the\nseveral States. With all this help from both National and State govern\n\n"}
{"page": 56, "printed_page": null, "text": "GENERAL SESSIONS\n\n31\n\nments vocational education has not yet assumed the proportions necessary to meet the demands of this industrial period of our development.\nThe platoon school is distinctly a contribution of this quarter century.\nIts origin and organization are properly linked with the name of William\n\nWirt and with the Gary ( Indiana) schools. Beginning about the middle\nof this period the platoon, or duplicate, or work-study-play school has been\nmodified and has grown till eighty-one cities have experimented with it.\nIt is now emerging from the experimental stage.\nThe platoon school being mainly an administrative device for meeting\nthe problems of too many children and too many subjects, opinions of its\n\nvalue vary widely. Former Assistant Superintendent of Schools Cox of\nOakland, California, stated that after two separate trials in the Oakland\nschools, one about ten years ago and another more recently, in each instance\nthe device was abandoned as of little value. On the other hand, Superintendent Davidson of the Pittsburgh schools said: \"The platoon plan has\nsolved the real problem of the elementary school. In this plan we have\nadistinct advance over the old type, thanks to William Wirt, who brought\nover the horizon the biggest and finest advance of the century in elementary education.\"\n\nThe curriculum for the typical elementary school has not changed in its\n\ncontent as much in the quarter century as most people think. There has\nbeen sifting out of useless materials and an introduction of more useful\nmatter ; there has been a recasting of the organization of the subject matter\nfor the purposes of teaching and learning, but on the whole the elementary\nschool course has remained fairly stable. At the beginning of the period\nthe well-known three R's now scheduled as language, reading, spelling,\nwriting, and arithmetic occupied 58 per cent of the time and at the end\nof the period they still occupied more than 50 per cent of the time. The\n\ncontent subjects-history, civics, geography, and science-increased from\n14 per cent in 1900 to 16 per cent in 1924, while the great change came in\nthe so-called special subjects-physical education, drawing, music, shopwork, and home economics-which increased from 28 per cent to 34 per\ncent.\nThe most marked change among the subjects has been the advance\nof physical education from eleventh place of importance in time allotment\nas late as 1914 to fourth place in 1924. Civics and a study of the Constitution have also recently acquired considerably more importance.\nTime forbids a further discussion of development in curricula. I must\nbe content to state again that the developments in curricula have followed\nthree principal objectives :\n1. Making curricula practical by relating to real life needs in matter\nand methods.\n\n2. Broadening the curricula to meet the needs of the differences that\nexist among children and the complex need of society.\n\n3. Methodizing the curricula in application of the findings of modern\npsychology, resulting in projects, activity programs, motivated work,\nsocialized activities, and plans for work-study-play. This movement seems\n\n"}
{"page": 57, "printed_page": null, "text": "32\n\nNATIONAL EDUCATION ASSOCIATION\n\nmainly a reincarnation of the old ideas of learning to do by doing and a\n\nreaction against teaching so many different subjects with the correlative\ndemand for relating experiences, so that there may be greater continuity\nin education.\n\nPROGRESS IN COLLEGES AND UNIVERSITIES\nEDWARD C. ELLIOTT, PRESIDENT OF PURDUE UNIVERSITY, LA FAYETTE\nINDIANA\n\nI. I have recently estimated that the chances of the normal American\nboy or girl to have the advantages of collegiate, professional, or technical\ntraining have been multiplied tenfold since we began to count the years\nnineteen hundred plus. The official, though incomplete, records reveal\nthe fact that the number of institutions of higher rank has risen from\nfewer than five hundred in 1900 to nearly eight hundred in 1925; that\nthe number of students has increased in round numbers from 160,000 to\n600,000, or from 2000 per million of population to 6000 per million of\npopulation; that collegiate and professional graduates in our population\nhave become twice as numerous as was the case twenty-five years ago.\nThese are some of the distinctive markings made during the first quarter\nof the century by American institutions of higher learning. Such numbers\naccompany the phenomenon of giganticism; the commonplace of our age.\nOne shoots, however, at hidden targets with these statistical arrows.\nII. It may be doubted that the particular corner allotted to higher institutions in this quartile-centenary exhibition of school progress and educational prowess will permit the display of more than a mere thumbnail\nsketch; or a crude, impressionistic outline of but few of the significant\nchanges that have taken place during the years belonging to this twentieth\ncentury, or, at the best, a disconnected array of personal observations.\nOnly an extraordinary good fortune will enable me to use the one best\nway of assembling and presenting the evidence in defense of that dubious\nand debatable thing called the progress of our colleges and universities,\nwithout at the same time fracturing the rules limiting my time, and without\nviolating the laws governing your tempers. A program proposes; but\nonly a patient and generous audience finally disposes .\n\nIII. It has been said that \"the historian is a prophet looking backwards.\"\nEqually true would it not be to say that a prophet is a historian looking\nforwards. As I interpret the high motives of this session, my own commission is not that of an impersonal historian; neither am I granted the\nindulgence of an irresponsible prophet. Rather, it seems to be anticipated\nthat partial proof should be here furnished that the higher schools of\nthe country have kept proper pace with the other parts of the educational\nsystem of the country in the march towards the ever-advancing needs of\nthe frontier of the years. The traditional conservatisms of the college, the\n\nuniversity, and the professional school, especially during the hectic drama\n\n"}
{"page": 58, "printed_page": null, "text": "GENERAL SESSIONS\n\n33\n\nof these modern years, have aroused more than one suspicion of intellectual\nlagging, of moral procrastination, and of social inertness and isolation. As\none who chooses to labor industriously, rather than to belabor labor invectively, as one who recognizes the impossibility of marshaling in this presence\nall the evidence in the case, it will, I am sure, contribute to our common\nunderstanding if I here admit that my brief argument in support of the\ngeneral progressive movement of our higher schools flows from a certain\npronounced personal bias. This may be expressed somewhat as follows :\n\nWhatever may have been its failings in the past, whatever may be its\nevident shortcomings in the present, there is no single essential enterprise\nof American life that even approaches the success of the organized school\nsystem in contributing to the greatness and stability of American life.\nThis school system serves as the hidden arch for the support of our entire\nsocial structure. To this arch the group of higher institutions-colleges,\n\nuniversities, professional, technical, and normal schools-State-supported\nand non-State supported-have contributed the keystone.\nPolitical enemies may attempt to undermine, critics may cavil, bigots\nmay bluster, but the cold, indisputable fact remains that higher education ,\nduring the quarter of century just passing, has furnished more than ever\nbefore the germinal nuclei for the permanency and the potency of the\ndoctrine of educational opportunity ; and has become the great driving\nforce for the advance of both material and spiritual things.\nOur existing organization for higher education represents a process of\ncontinual flowering of human destiny through, by, and for opportunity.\nWhether we pursue the route of sentimental aspiration, or that of stern\nstatistics, we inevitably reach the conclusion that what we, as a people,\nare in this American world of ours, and what we are accomplishing for\nthe cause of civilization, are more directly the products of the services\nand the skills of our colleges, our universities, and our professional schools\nthan of any other existing agency or group of existing agencies. These\ninstitutions distinctly more than any other embody the best of our American\nidealism, the firmest of our confidence in the present and the most stable\nof our faith in the future. They, above all, have been the means for giving a human reality to philanthropy. They have stimulated, as no other\nforce could possibly do, the things that make for the soundness of our social\nstructure. They are today the touchstones for the forward movement to\nour agriculture, our industries, and our political life.\nIV. From a number of points of view it may be maintained that the\nproper exploitation of this theme requires that one have a fundamental\ninterest in the things of yesterday, inclinations toward the pessimistic, and\nfinally, that one have a pronounced propensity for prophecy. In no other\nfield of human endeavor, more than education, does there seem to be\ngreater opportunity for those thus triply endowed.\nIf one uses today's current of printer's ink as a guide, a really capable\nand worth-while discussion, analysis, interpretation, evaluation of American\n\n"}
{"page": 59, "printed_page": null, "text": "34\n\nNATIONAL EDUCATION ASSOCIATION\n\nhigher schools can be made only by him who is one third mossy philosopher,\none third monitorial pessimist, and one third melodramatic prophet.\nI know, as do all of those richly and humanly experienced in the affairs\nof our modern colleges and universities, that all the things therein are not\nas they should be; that during the past decade in particular there has been\ntoo much wasted effort in teaching things that could not be taught to any\nuseful end; that we have been teaching too much youth who display real\nincompetency to do at all the things we think they should do well; that\nmany American youths of promise should be with us who are not; that\nwe are graduating too many students who have the mistaken notion that\nthe possession of a sheet of sheepskin with one's name thereon represents\nnine of the reputed ten facts of an education. Yes, all this and much more.\nYet I cannot be a pessimist. My life interest is not in a glorious yesterday ;\nor even exclusively in the going present. For we and our youth live in a\nday of great expectations.\n\nV. From the confusing diversity of character, of aim, and of fortune of\nthat educational conglomerate, we have learned in this country to call\nhigher schools, there may, perhaps be chosen for this occasion a few items\nindicative of the more important and influential trends of development\nthrough the period of time we here celebrate.\n1. The conflict, which appeared inevitable thirty years ago, between the\nState-founded, State-controlled institutions and those on private or denominational foundation, happily, will not need to be recorded in our educational history. It is not without interest to recall that at the meeting of\nthis Association in 1900 several of the important addresses were deeply\nconcerned with this feature of the educational situation. The people of\nthe States and of the country have provided a greater demand for higher\ntraining than could be met by all our institutions-State and non-State.\nAnd this is as it is bound to be. Advancing America will always require\nthe maximum effort, both public and private, to secure those facilities\nwhich signify equality and opportunity for training in college, university,\nprofessional school, and technical school.\n2. The principle of public taxation for higher schools, and what is\nvastly more important, for scientific research, has been more widely and\nmore firmly adopted. The stupendous sums, inadequate though these may\nbe, now being appropriated annually for the maintenance and the upbuilding of the State higher institutions throughout the country, are proof of\nthe determined philosophy of our citizenship. The United States today is\nthe center of gravity of the educational world. The retention of this\nprimacy is dependent upon the disposition of the States to continue and to\naugment the resources available for the best training of the most of our\nyouth.\n3. The colleges of liberal arts have been, and continue to be tested in\nthe fires of modern life. By a slow but gradual process of more or less\npeaceful penetration the older, exclusive disciplines each year find themselves obliged to \"carry on\" in the company of strange and alien neighbors.\n\n"}
{"page": 60, "printed_page": null, "text": "GENERAL SESSIONS\n\n35\n\nThe adaptations which have taken place promise to give an enriched meaning to the term \"liberal education.\" Already one may detect a backward\nswing of the pendulum which for two decades moved steadily toward the\npractical and the vocational. In spite of its vicissitudes the college of arts\nyet remains as the heart of that culture which leads men to learning,\nqualifies men for earning, and inspires men for that yearning without which\nthe world becomes a spiritual desert.\n4. Without using unfairly my present point of vantage, I cannot refrain\nfrom expressing chagrin for the readiness with which the members of the\nlargest and most influential section of this Association, at its last winter\nmeeting, displayed their lack of confidence in the motives and the practices\nof our leading colleges and universities. After more than thirty years of\nprofessional experience I had come to consider that the anciently estab-\n\nlished gap between our secondary schools and our colleges and universities\nhad been permanently, effectively, and harmoniously bridged. I am certain\nof the compelling evidence that I have already lived to see the doors of\n\npractically all of our higher educational institutions opened wide to all of\nthose who have completed the recognized secondary school curriculum and\nwho are anywise fit to be benefited by further education and training.\nIf my friend from New York doubts, let him send his high school graduates to Indiana for their advanced work .\n\n5. The newer professions of journalism, of commerce, and of education\nhave apparently gained distinctive recognition. In spite of appearances there\nis ground for reservation of judgments as to the permanency and worth\nof the training provided for these professions of modern technologies. In\nthis connection there is a lasting satisfaction from the country-wide movement of recent years to elevate the standards of our normal schools, and,\nby officially designating them as teachers' colleges, to place them unreservedly among the higher institutions of the land. Who, may I ask, is\nmore entitled to the highest and the best of the culture and the training\nof today than are the teachers of any and all grades of schools?\n6. Contrary to a widespread, deep-grained, and long-established opinion,\nI venture to assert that there has been an amazing improvement in the\nquality of the teaching in our higher schools of all kinds. I do not know\nan institution in the east or west, that today does not place high premium\nupon skilful human teaching. The ancient college call to culture, \"they\nshall not pass,\" has given place to the injunction, \"these are ours to teach,\nnot to destroy.\"\n\n7. Some years ago one of the great leaders of American industry answered\n\n-organize-deputize-suthe riddle of executive success by the words,\npervise. Efficiency for American higher schools has been sought for by a\ndifferent though somewhat similar formula. Organize, criticize, standardize, energize, have been the mystic words. This has been the period\nof the authority of external administration. The great educational founda-\n\ntions of the United States have all the power for good and ill which great\nwealth always possesses. Through the agency of these foundations, and the\n\n"}
{"page": 61, "printed_page": null, "text": "36\n\nNATIONAL EDUCATION ASSOCIATION\n\ninfluence of National and regional associations and professional organizations, American higher institutions have been standardized and determined.\nAll in all it may be said that the results of this external government have\nbeen beneficial and wholesome for the upbuilding of the levels for both\ngeneral and professional education. At least American higher schools\nhave been relieved of many of their burdens of provincialism. A common\nlanguage of values has resulted from the criticism, the surveying, the\nstandardizing.\n\n8. Not even a journalistic survey of the changes in our higher education\nwould be complete without reference to the growing professional selfconsciousness of the teachers of our higher institutions. The organization\nof the American Association of University Professors, ten years ago, is a\nlandmark in the history of American education. Through this association\nit may confidently be expected that the professional, social, and economic\nstatus of the teachers in American colleges and universities will be safeguarded and promoted as never before.\n\nVI . I am keenly aware of the skimming, skipping manner by which my\ntitle has been elaborated. Scores of tempting items of progress are in my\nunused notes. The munificent and never-ending benefactions for the support and endowment of higher schools and scientific institutions must be\n\nrated among the wonders of this educational age. The decline of institutional provincialism and the acquisition of a world character by our higher\nschools, the monumental contributions of our institutional research lab-\n\noratories to the structure of civilization, the valiant struggle for the freedom to know, to teach, and to preach the truth, the development of the\ncollege of agriculture, the establishment of the junior college and the\nmunicipal university, the enlarged opportunities for women in higher\nschools, these and others signify high achievement for which those of the\nremainder of the century must be grateful.\nVII . The going years of the century have yielded not alone achievements by which changes and progress may be evaluated. These critical\nyears have produced their own crop of issues, new, and as yet, unsolved.\n1. The complex, and well nigh uncontrolled social life of students in\nour higher schools, the attractions and demands of those curious appendages\nto modern academic life-called extra- curricular activities-invasive and\n\ndestructive to student and teacher alike, the growing, consumptive importance of athletics and the strategic influence of alumni are well known\nillustrations of some of the pains of growth.\n2. A marked decline in the efficacy of the hortatory moral appeal in\neducation is readily recorded in the experience of the workers in the field\nof all higher education. Somewhere, and somehow, we must find a new\nway of interpreting the moral ideal of the world to our college and university youth. Perhaps they will do this for themselves. At any rate,\n\nthe goals of character, of loyalty, of service, and perhaps of reverence, are\nproblems of new explosiveness.\n\n"}
{"page": 62, "printed_page": null, "text": "GENERAL SESSIONS\n\n37\n\n3. Our higher schools-those that educate and those that train-must in\n\nthe years just ahead find effective ways and means for contributing to the\nuniversal problems of labor. This emerges as a challenge to their purpose\nand their strength. Science has been the master of labor; science has been\nthe servant of labor. The final excellence of higher education will be\nfound when science becomes the companion of labor.\nVIII . A final word of personal interpretation of the present for the\nfuture. Sixty-five years ago Herbert Spencer illuminated the dark processes\nof education by his famous statement that \"To prepare us for complete\nliving is the function which education has to discharge.\" It was not until\nnear the close of the nineteenth century that our own great educational\nseer, John Dewey, gave to the teachers of the world the dynamic formula :\n\"Education is not a preparation for life education is life.\"\nThese two utterances have, I am convinced, served as the stimulating\nthoughts for the greater part of the real educational progress of our schools\nof the last generation and of this one.\nSome time since I chanced upon a moving thought in one of the brilliant\nessays of the British chemist, Frederick Soddy. It was thus expressed :\n\"It is the birthright of youth to start anew.\" From this I gained a new\nconfidence in the multiform tasks of all higher schools-too often discouraging, and always disconcerting to the witnessing age. The acknowledgment of the right of youth to start anew would furnish us with a clue to\n\nthe training for the high leadership of the world, looking ever at lowly\nthings and seeing ever the exalted spirit of truth in the service of man.\nFrom our higher schools must flow the essences of ancient hopes and of the\nabiding faiths of free peoples to be distilled into the eternal ambitions of\neach new generation .\n\nAmerica, the well founded, the well fed, the well schooled of all the\nworld. Have you found the elixir of that immortal spiritual life called\n\ndemocracy ? If you have, then you have found the usefulness of your\ncolleges, your universities, and your scientific schools. As long as they\nhave you, from them will come the ministers and the masters of your fate.\n\n"}
{"page": 63, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n38\n\nTHE EDUCATIONAL OUTLOOK AT THE END OF THE\n\nFIRST QUARTER OF THE TWENTIETH CENTURY\nJESSE H. NEWLON, PRESIDENT OF THE NATIONAL EDUCATION ASSOCIATION\nAND SUPERINTENDENT OF SCHOOLS , DENVER, COLORADO\n\nWhat is the educational outlook at the end of the first quarter of the\n\ntwentieth century? I do not pose as a prophet. No one can foretell in any\ndetail what the future holds for education. It should be possible, by considering present tendencies to discern some of the problems which we shall\nface in the years just ahead. The great builder considers the future. We\nhave come to the time in American education when much thought is given\nto a consideration of future needs and future problems.\nThis morning we listened to the story of the progress in the past quarter\ncentury. Such an inventory is invaluable in the study of present tendencies\nand future problems. Without making close distinctions, it may be said\nthat our feet are now guided by two lamps-by experience and by investigation. In proportion as we attempt to foresee the issues that will arise shall\nwe be able wisely to direct the development of our schools and best to\nserve the State and the Nation in our capacity as teachers.\nIt has been our privilege to live in an heroic age. It is true that we are\n\ntoo close to the events of the last few years properly to evaluate them in all\nrespects. Some tendencies which we consider of most importance may be\nadjudged of little importance when Time renders his final verdict, but\nno one who is familiar with history will question that we are living in one\nof the crucial periods in the development of civilization.\nThis period has witnessed astonishing progress in science and industry,\nresulting in a vast accumulation of wealth. Scientific discoveries and in-\n\nventions have profoundly affected social and economic conditions. The\neconomic and social order has been shaken to its foundations by the World\nWar.\n\nEducation has been profoundly influenced by these events. The last\nquarter century has witnessed tremendous changes in education in this country. Public schools have prospered. In enrolment, in types of service, in\n\nfinancial support, in buildings and equipment, in good-will, their unusual\ngrowth has been in keeping with the character of the period.\nI wish to note certain tendencies that have been apparent in these years ,\nwhich to my mind are indicative of some of the tendencies which will be\ndominant in the immediate future. I shall consider briefly the importance\nand need of educational research, the curriculum revision movement and the\n\nnew demands that are being made of the schools, the new relationship between school and home, the support of public education, the growing consciousness that education is a matter of national concern, the problem of\ninterpreting the schools to the public, and the work of education associations and the World Federation of Education Associations .\n\n"}
{"page": 64, "printed_page": null, "text": "GENERAL SESSIONS\n\n39\n\nFirst, educational research. This movement is almost entirely the product\nofthis century. No critical student will claim that we have as yet a com-\n\nprehensive science of education. Only a beginning has been made. There\nare many problems which we have been unable to subject to scientific inquiry. But notwithstanding these facts, we have in the last quarter century developed a scientific method for the study of education. Through the\n\napplication of this method, which has been borrowed largely from the natural sciences, many important facts concerning the educative process have\nbeendiscovered. These discoveries have resulted in a marked improvement\nin teaching. For example, the teaching of spelling has been revolutionized\nas a result of statistical inquiries and the application of the laws of learning.\nPresent methods of teaching spelling are incomparably superior to those of\na generation ago. Spelling offers a simple problem compared to most\nproblems of teaching, and yet advance has been made in practically every\nfield. There are, of course, thousands of teachers who have had no professional training and who do not keep abreast of educational knowledge and\nwhose teaching has not been affected by this scientific study. Good teaching is now dependent on the acquisition of specific, organized facts and skills\nthat constitute the body of knowledge pertaining to education that has been\ncreated through scientific inquiry and investigation. Educational research,\nthen, which hardly antedates the beginning of the twentieth century, has,\nthrough the accumulation of a body of professional knowledge, created a\nprofession of teaching.\nItmay be said with assurance that our schools are ineffective today to the\nextent that we do not have that information supplied by research which\nenables us to make the most intelligent attack on the problem of education.\nThere are vast regions as yet entirely unexplored. Many of the findings\nhave been proved beyond any question of doubt, but many are still tentative\nand are yet to be verified.\n\nThe American people are spending two billion dollars annually on education. If our courses of study and methods of instruction are ten per cent\ninefficient, the resultant economic waste is two hundred million dollars annually. Who will maintain for a moment that our courses of study and\nmethods of instruction are as much as ninety per cent efficient ? Measured\n\nsolely in terms of dollars, then, the vital importance and necessity of educational research is immediately apparent. It is impossible to estimate what\nthe country loses in character, in good citizenship, in future productiveness,\n\nthrough ineffective teaching. A proposal to spend two hundred million dollars annually on educational research would meet with a howl of protest\n\nfrom the advocates of economy at any cost, of tax reduction at any price.\nBut we have come to the point in our educational development when larger\nsums of money must be made available for research. The best interests of\nthe country demand it. In the present mood of the politicians, such funds\nmay not be easily obtained. There is great danger that in our enthusiasm for\neconomy we may adopt a penny-wise and pound-foolish policy. It behooves\n\n"}
{"page": 65, "printed_page": null, "text": "40\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe friends of public education to have courage to demand funds for research in order that the progress of the past twenty-five years may not be\ninterrupted. Failure to increase appropriations for research will greatly\nretard the development of schools and will be done at the expense of the\ngood citizenship of tomorrow.\nAt no time in the history of education has there been a deeper interest in\naims and purposes and in basic principles. In this period has come a general\nacceptance of the theory of biological and sociological evolution as the\nfoundation of educational method. The findings of research in the social\nsciences, such an anthropology, sociology, and economics, have had a marked\n\ninfluence on theories of education. The pragmatic educational philosophy\nof John Dewey, who has best stated the philosophical considerations under-\n\nlying the present tendencies in American education, assumes the fact of\nsocial evolution. The result of the newer philosophy has been the concept\nof the school as a dynamic social institution, constantly adapting itself to\nchanging conditions, and the development of this concept may well prove\nto be the most far-reaching achievement of this period.\nWe now conceive of education as life. The child is best prepared for\nlife's duties by the performance of the duties of life as he finds them in\nin the school and home. Education is growth. The child grows in citizenship through the performance of the duties of a citizen of the school. In\ndiscipline, direction has replaced repression. The curriculum must be\nadapted to the child's nature and must be as many-sided as his interests.\nInterest is the mainspring of effort. Motivated effort is the most effective\nand productive. The individual emerges better disciplined, better informed,\nmore appreciative of the finer values, more capable of initiative, self-control,\nand coöperation-in a word, a more effective social being.\nAs a result of the factors I have been discussing, there has arisen in\nAmerica one of the most important movements in the history of educationnamely, the present attempts to revise and improve the course of study.\nPartly as a result of the findings of the scientific study of education and\npartly as a result of the startling social and economic changes that have\n\nbeen brought about by inventions and scientific discoveries, by the World\nWar, and other influences, the people have suddenly awakened to the fact\n\nthat our public school curriculum is not adapted as it ought to be to the\nneeds of the individual and of society. We are therefore witnessing a\nfeverish attempt to revise our courses of study and bring them into line\nwith the findings of research and our present knowledge of social and civic\nneeds. Frequently this revision consists only of tinkering. So far it has\nbeen altogether too much a process of tinkering. To an increasing extent,\n\nhowever, it has consisted of detailed, scientifically controlled, thoroughgoing investigation. The most vital questions are being raised. We are\nasking ourselves what, after all, is the purpose of public education. What\nshould be its methods ? How much responsibility should the school assume\nin the education of the individual ?\n\n"}
{"page": 66, "printed_page": null, "text": "GENERAL SESSIONS\n\n41\n\nThis process of curriculum revision is only in its beginning. It will be\nthe dominant issue in education in the next twenty-five years. Courses of\nstudy and methods will assume major importance not only in the minds of\nteachers but in the mind ofthe public as well. Already there are numerous\nattempts by contending groups in our body politic to influence or dictate the\ncurriculum. Certain patriotic societies would write our histories in a particular manner. Capital and labor do not always agree as to what economic\n\nand social phenomena may be properly treated in the schools nor as to what\nviewpoints may be properly presented. Advocates of particular religious\nbeliefs have voiced their opposition to the presentation of certain scientific\nhypotheses. Teachers must stand firmly for the teaching of the truth, and\nthe truth bears the imprint of no particular social, economic, or religious\n\ngroup. In controversial questions, we must demand that both sides be presented.\n\nThe astonishing charge was recently brought against the schools that they\nare responsible in large part for the failure of the American people to\nexercise the right of suffrage. Only about fifty per cent of the legal voters\nexercised the franchise in the last presidential election. The school is\nlikewise largely blamed for the wave of crime and lawlessness that is alleged to have been sweeping the country since the close of the war.\nWhat is the meaning of all this ? Simply that the schools are being\ncharged with unheard-of responsibilities. The fathers of the Republic\nbelieved in public education. They believed in a system of schools that\nwould give the individual the tools with which to inform himself regarding\n\ncivic problems. Only within recent years have we heard men and women\nof consequence asserting that the school must be held responsible for the\nway in which its pupils think and act when they have become men and\nwomen. The American people have awakened to the power of education.\nThey are beginning to see that the character of the people a century hence or\nfifty years or even twenty-five years hence will be determined in large part\nby the type of education they received in the schools.\nIn view of these facts, the content of the curriculum and the methods\nof instruction employed become a matter of supreme concern. Those who\nhold definite views regarding the kind of a citizenship that we want in this\ncountry are becoming intensely interested in our educational program.\nLet us not deceive ourselves. The years ahead will be filled with many\ncontroversies. The best service the schools can render is to foster the search\n\nfor truth, to teach boys and girls to think for themselves, inculcate in them\ncapacity for coöperation and self-control, and a high sense of personal\nand civic duty and loyalty. Any program that is aimed at teaching youth\nwhat to think in controversial matters is a menace.\n\nThere are already\n\nthose among us who insist that youth shall be taught to hold particular\n\nviews. Such a policy is inconsistent with the ideals of liberty and freedom\non which our government was founded. Such a procedure is dangerous\nand the schools must stand constantly against it.\n\n"}
{"page": 67, "printed_page": null, "text": "42\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn the past generation there was a rapid expansion in the school program.\nThis expansion involved numerous additions to the curriculum and the\naddition of new types of schools, particularly vocational and technical\nschools. The junior high school and the junior college were deliberately\ncreated for the purpose of improving the existing organization, and represent refinements rather than additions. It is unlikely that there will be\n\nso many additions in the way of entirely new types of schools and curricula\nin the next twenty-five years, but in many directions the present system\nwill be reorganized and perfected and its procedures refined. This will be\nan inevitable result of the continued advancement of the science of educa-\n\ntion and of the study of the curriculum.\n\nThe next tendency which I wish to note is the increasing intimacy between the school and the home. The Congress of Parents and Teachers\nwhich has developed almost entirely within the last quarter century typi-\n\nfies this movement, and this organization has been chiefly responsible for\nthe great benefits that have come from this closer coöperation and better\nunderstanding. Education cannot be accomplished by a single institution.\n\nThe child isbeing educated every hour of his life. The joint study of educational problems by teachers and parents is, therefore, of supreme importance. Every teacher knows that we as yet fall far short of effecting a\ncomplete articulation between the school and the home. This problem of\narticulation of home, school, church, and of all other educative agencies will\nbe a dominant problem in the next quarter century.\nThe American people have repeatedly expressed their faith in public\neducation . The investment which they have been willing to make in buildings and equipment, in teachers' salaries, in endowments and scholarships\nbears testimony to this faith. Dr. Strayer has told us how financial support\nhas been increased since 1900.\n\nThere is no evidence that we have reached\n\nthe limit of the expenditures which we can afford for this purpose. Less\nthan two per cent of the national income is expended on public education.\n\nMeasured in terms of dollars, expenditures have greatly increased, but\nwhen enrolment and the depreciation of the dollar are taken into consideration the increase is far less than it appears to be, and the total expenditure is not much greater in proportion to the national income than it was\na generation ago.\n\nThe great problem which America will face in the next generation is the\nproblem of national values. If we as a Nation place material things above\nspiritual things, if we prefer the luxuries of the flesh to the high idealism and\nindividual discipline that the welfare of this Nation requires, then we may\nconclude that we cannot afford to carry out an adequate educational program.\n\nNational stability and security and the perpetuity of our form of government depend upon a citizenship thoroughly disciplined, intelligent, and well\ninformed, with a capacity for appreciation and enjoyment of the finer\nvalues of life, and with a stern sense of civic duty. Such a citizenship is\n\n"}
{"page": 68, "printed_page": null, "text": "GENERAL SESSIONS\n\n43\n\ndependent upon an educational program that will involve adequate support\n\nfor public schools and coöperation between the school, the home, and the\nchurch, and all other agencies that affect the education of our people.\nPublic school executives and teachers must and will be held responsible for\nan economical expenditure of funds, but equal and adequate educational\nopportunities are not yet provided for the youth of America, and our people\nmust be prepared to expend more money on education if they expect to safeguard the future of the republic..\nOne of the most notable tendencies in the past generation has been the\ngrowing consciousness on the part of the people that education is a national\n\nas well as a local problem. This union is a union of States. Our Nation\nwill be as strong as the weakest link in this chain of States. Ours is a\n\nmobile people. Population is constantly shifting, moving about from State\nto State. If we believe that the character of our citizenship is determined to\nany great extent by the quality of our public schools (and if we do not believe this we have no faith in public education), then we must recognize the\nfact that the educational system of any State is a matter of national concern.\nIf any State fails to maintain an effective public school system, that State is\nfailing in its duty of preparing its youth for the responsibilities of American\ncitizenship, and to the extent to which it fails it jeopardizes the future stability and happiness of our country.\nI shall not recount what the war taught us concerning our national educational problems. Thirty per cent of our young men were unfit to bear\narms. A large per cent were illiterate. In a national crisis such conditions\n\nconstitute a serious liability. It is important that our young men should be\nable to bear arms and perform the duties of the soldier in time of war. It\nis of far greater importance that both men and women should be prepared\nfor all the duties of citizenship in times of peace and war. As a Nation,\ntherefore, we are vitally interested in the educational program of every State .\nOurs is the only great Nation that has not a ministry of education. This\nAssociation, ably supported by millions of citizens, has proposed that our\ngovernment should recognize the national importance of education by the\ncreation of a department of education with a secretary in the President's\ncabinet, and should through this department give greater encouragement\nto the development of schools in all our States, territories, and possessions .\nThe Educational Finance Inquiry revealed the fact that whereas one\nState has a wealth of $7000 per capita, another State has a wealth of only\n$1200 per capital. The amounts of wealth per capita of the other forty-six\nStates fall between these two extremes .\n\nIt is readily apparent that the edu-\n\ncational burdens in the various States are very unequal. This constitutes a\nNational problem of the utmost importance. The Federal Government\nalmost from its beginning has followed the policy of encouraging public\neducation. Through land grants and in many other ways our Nation has\ninvested in the education of its people. It will be a National calamity if the\npolicy of economy at any cost should blind us to the fact that the welfare of\n\n"}
{"page": 69, "printed_page": null, "text": "44\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe Republic is dependent upon the investment which we as a people are\nwilling to make in education.\n\nIt is an accepted principle in America that the administration and control of schools shall be left to the States. With this principle I am in hearty\n\naccord. It is also an accepted principle, practiced for a hundred years, that\nthe National Government should encourage education and should assist in\nthe equalization of the educational burdens of the various States. The\npublic welfare demands the extension of the policy of federal encouragement\n\nand participation in the support of public schools of all kinds. The extent\nto which the Federal Government should encourage education will be a\nleading national issue until the question is answered. We shall have a de-\n\npartment of education in the not distant future. Likewise, the Federal\nGovernment will eventually recognize its responsibility further to encourage education by leadership and investment.\nThe extent and the character of the support of education will always\ndepend upon the extent to which we are able to interpret the schools, their\nmethods, their problems, and their needs to the people.\nWe have among us those who criticize the schools. They claim that our\ncurriculum is overcrowded and includes many fads and frills; that we do\nnot teach well the tool subjects of education; that the schools are becoming\ntoo expensive. The average individual thinks of education as he knew it as\na youth. He remembers the country school, the village school, the high\nschool, or the college of fifteen or thirty years ago. He is not a student of\nthe science of education, and he is not aware of the marvelous progress that\nhas been made in methods of teaching in the last generation. Therefore he\nis likely to fall prey to specious criticisms.\nWe cannot expect the layman to become a technician, but we must realize\nthat the layman can understand our educational methods and theories well\nenough to pass accurate judgment on their validity. Few in this audience\nwould be able to read a technical work on medicine. Were we attending\na lecture in a medical college, most of the terms used would be meaningless\nto us, and yet we are able to understand the underlying principles of modern\nmedicine. The people have accepted the validity of these theories and their\npractice, as is evidenced by their willingness to expend large sums of money\non public health and the maintenance of medical colleges.\nLikewise, the layman cannot be expected to understand many of the\ntechnicalities of education. But he can understand the basic principles and\ncan appraise results. The layman can understand the marvelous advances\nthat have been made in the teaching of spelling, reading, and arithmetic, and\nother subjects of the curriculum as a result of the development of the science\nof education. He is perfectly capable of understanding why modern\nmethods are superior to the old ones.\n\nThe work of interpretation cannot be done by superintendents alone. It\n\nis a responsibility that must be borne jointly by the superintendent, principal,\nteacher, Parent-Teacher Association, and all who are connected with or\n\n"}
{"page": 70, "printed_page": null, "text": "GENERAL SESSIONS\n\n45\n\ndeeply interested in public education. One test by which the effectiveness of\nthe teacher of the future will be determined will be the test of whether or\n\nnot he can interpret to patrons the methods which he is using and the results\nwhich he is obtaining. Perhaps the supreme test of the principal will be his\nability to interpret the educational program to the citizens of his district.\nOne test of the superintendent will be his ability to organize the educational\nforces for the interpretation of the schools to the public.\n\nWhy is it so difficult to secure a state board of education with the power\nto appoint a state superintendent of public instruction and thus take that\noffice out of politics ? Why is it so difficult to secure for rural districts in\nthe county unit the type of organization that has made for good schools in\nour urban communities ? It is not because these proposals are unsound. It\nis because the people do not understand.\nMost of the criticisms of our present day schools are honest. Some of\nthe criticisms are just. But most of our critics are uninformed. We have\nnot taken the thought and the time to explain to the people what we are\ndoing.\n\nMost of the criticisms will disappear when once our critics under-\n\nstand just what we are about. Moreover, we shall learn much and thus\nbe able to improve the schools if we will take the trouble to explain what\nwe are doing. The extent to which education will be supported in the next\nquarter century will depend in large measure on our ability to interpret the\nschools to the people. We have made a beginning of effective school publicity, but the technique of publicity and interpretation still remains very\nlargely to be created.\nTeachers' associations have grown with amazing rapidity in the last\ntwenty-five years. There has been growth both in membership and in the\nnumber of professional organizations. The National Education Association is typical. A generation ago we were an association of eight or ten\nthousand members. Today we number one hundred fifty thousand, with\nan effective headquarters staff and a budget that has passed the quarter\nmillion mark. State and National associations have won notable victories\n\nfor education and thus for the public good in this period. In the years\njust ahead these associations will have three great responsibilities : Of\nstanding always for the most rigid professional training as a requirement for\nthe admittance of candidates to the teaching profession; of fostering edu-\n\ncational research and the maintenance of the discussion of educational problems on a high professional plane; and of leading the friends of public education in the great task of interpreting the schools to the people. For the\n\nperformance of these tasks the National Education Association, State, and\nlocal teachers' associations are indispensable.\nI have not spoken of world educational problems. American teachers\nare intensely patriotic and loyal to their own country and their own form of\ngovernment. They believe that they can best contribute, through nationalism, to the solution of world problems. We recognize, however, that for\nthe solution of world problems and particularly for the abolition of the evil\n\n"}
{"page": 71, "printed_page": null, "text": "46\n\nNATIONAL EDUCATION ASSOCIATION\n\nof war there must be world coöperation and understanding. We believe\nthat our Nation, while preserving its own nationality, should coöperate with\nother nations in some definite way for the purpose of abolishing war and\npromoting the interests of humanity in all countries. We recognize that\nthe chief agency for the promotion of a better understanding among nations\nand ultimately for the abolition of war must be popular education conducted\nalong broad humanitarian lines. We believe the development of the right\nkind of educational systems in all nations of the world including our own,\nwill be greatly benefited by a commerce of educational ideas.\nTo accelerate this exchange of ideas the World Federation of Education\nAssociations was formed at the instance of the National Education Asso-\n\nciation. This is another great achievement of the first quarter of the twen-\n\ntieth century, credit for which can be proudly claimed by our great National\nAssociation.\n\nWhat, then, may we say of the future? We are living in a period of\nsocial and economic reconstruction with its attendant baffling problems.\nGreater and greater burdens are being placed on the school. The school is\nbeing held more and more responsible for the conduct of pupils after they\nhave left its precincts. The people are beginning to realize the importance\nof public education in determining the character of our Nation.. Powerful\n\ninfluences would use the schools to attain particular ends. We shall face\neducational problems of almost superhuman difficulty. Issues will be\nfought out that will test the courage of every one of us. Upon the outcome\nof these struggles will rest the fate of America.\n\nNotwithstanding the difficulties which we face, there is every reason for\noptimism. The first quarter of the twentieth century has been a period of\nmost rapid advancement in the methods of education and of remarkable extension of the program of public education. Upon the foundation which\nhas been laid we can build a great system of schools that will serve our\ncountry well and guarantee the perpetuity of American ideals. If we do\nour duty as a profession the people will never lose their faith in education.\n\n"}
{"page": 72, "printed_page": null, "text": "GENERAL SESSIONS\n\n47\n\nPRESIDENT'S REPORT-OUR ASSOCIATION\nAND ITS WORK\nJESSE H. NEWLON, SUPERINTENDENT OF SCHOOLS, DENVER, COLORADO\n\nThis report will consist of a short summary of the more important\nactions taken during the year and a discussion of certain problems of organization and procedure.\nI. WORK OF THE ASSOCIATION\n\nSince the war the Association has been formulating a National program\n\nof education. This program consists not only of the Education Bill but of\nall other educational proposals of National importance which have received\nthe endorsement of the Association .\n\nVarious committees and commissions and Secretary Crabtree will report\nto you regarding the problems encountered and the progress which has\nbeen made in the last year towards the attainment of these objectives.\nThe sudden opposition to the Child Labor Amendment was a surprise.\n\nThis measure had passed Congress by a large majority. Two previous\nNational child labor laws had been passed. Only one conclusion is possible,\nand that is that the opposition represents not so much opposition to the\nconservation of child life as it does opposition to any further extension of\nthe functions of the Federal Government. Many who favor State child\nlabor laws are opposed to the Federal amendment. Of course, the States'\nrights argument has always been used, sometimes honestly, but more frequently as a mere pretext against measures for the National welfare. When\nI realized that the amendment would be ratified only after a fight, I appointed a committee of one thousand on child labor with President John\nF. Sims as the chairman. I did this believing that the Association will\nexpect to stay in the fight to the end.\nThe Legislative Commission will report a very distinct progress during\nthe year towards the achievement of a Department of Education.\nI shall not speak in particular of the work of any other committee or\ncommission. I have appointed such committees as were authorized by\nthe representative assembly or as exigencies demanded, holding to the belief\nthat we should create as few committees as possible.\nThe headquarters staff, under the leadership of Secretary Crabtree, has\ncontributed notably towards the attainment of the goal set in the National\nprogram.\nII. THE WORLD CONFERENCE\n\nThe executive committee and your president have endeavored to do all\nin their power within the limits of the financial resources at their disposal\nto assist President Thomas and his associate officers in planning for the\nEdinburgh meeting of the World Federation of Education Associations.\n\n"}
{"page": 73, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n48\n\nMy chief duty as president has been that of appointing the American\n\ndelegation. Three classes of representatives have been appointed. The\ndelegation will consist of twenty-five delegates and twenty-five alternates,\nand a larger group of participating representatives. It has been my purpose to secure as delegates and alternates to this notable convention a group\nof men and women truly representative of the best leadership in American\neducation.\nIII .\n\nFINANCES\n\nThe Association began the fiscal year 1924-25 with a deficit of $31,359.84. The executive committee reported to the assembly a year ago that\nin making the budget they found that their needs, including this deficit,\nwere in round figures, $51,000 more than the estimated income. The\nbudget provided that this amount, all of which was treated as a deficit,\nshould be paid off in three years in approximately equal installments. If\nthe income for the year had been exactly as estimated, and if the expendi-\n\ntures had been exactly as provided for in the budget, the deficit on June\n1, 1925, would have been $32,000. As a matter of fact, there was a balance\nof $2955.35. Expenditures were increased, partly to cover unforeseen\ncontingencies, partly to conduct a vigorous membership campaign. The\nrevenues were also increased by $51,500, with the result that we can\nhappily report that we have not only paid off one third of the $51,000,\nbut have wiped out the entire debt and closed the fiscal year with a small\nbalance.\n\nThe hardest problem which we have faced has been that of finance.\nThe demands for service far outrun resources.\n\nEvery effort has been\n\nmade to keep expenditures as low as possible consistent with the most\nurgent needs. Until the income more nearly equals the demands for\nservice, not only must the most rigid economy be practiced but the Association will be unable to do many things which it ought to do.\nIn finances the Association should look constantly to the future. It is\nnot sufficient nor statesmanlike to consider only our present needs. We\nshould adopt a financial policy that will not only provide for the current\nexpenses of the Association but will allow accumulations against future\ndemands. With these purposes in mind I wish to make two recommendations:\n\n1. Every department should be made in part self-sustaining. Every\ndepartment should maintain a departmental fee sufficient to cover a considerable portion of its actual operating expenses. Such a policy would not\nonly be good for the general association but for those departments which\ndo not now have fees, through stimulating their members to greater activity\nand interest.\n\n2. Every budget should contain appropriations, however small, for these\npurposes :\n\n"}
{"page": 74, "printed_page": null, "text": "GENERAL SESSIONS\n\n49\n\na. There should be yearly an addition to the permanent fund,\n\nthe principal of which may never be used. This is our best form\nof financial insurance.\n\nb. If the Association decides to sponsor the movement for the\nestablishment of homes for retired teachers, the Association should\nmake an annual contribution to the capital fund of the organization\nin charge of the homes.\nc. The Association should establish an endowment for research\n\nand make contributions annually to the increase of the endowment.\nThe custody and investment of the endowment should rest with\nthe board of trustees. The direction of research should be reposed\nin the executive committee. If such an endowment were established\n\nI believe it would be rapidly increased by gifts and bequests from\nour own members and other friends of public education.\nIV. MEMBERSHIP\n\nThis leads me to the crucial question of membership. There are those\nwho think that the emphasis should be placed on giving service rather\nthan on securing members. Apparently there are those who think it is\neven undignified to put on a strenuous membership campaign. And yet,\nany one who gives the matter a thought must realize that the resources\nwith which to do the work of the Association will depend on membership.\nThe actual income from memberships since the reorganization has increased from $107,738 in 1920-21 to $240,081.85 in 1924-25. There\nhas been a steady growth, but the number who have actually paid has\nnot been as large as the number who have received the services of the\nAssociation. Always and unavoidably some are in arrears.\nThere are two reasons why the membership should be extended. First,\nevery teacher needs the stimulation of Association membership, while\non the other hand the larger the number of members the larger will be\n\nthe influence of the Association. Second, the size of the membership will\ndetermine the size of the income, unless we increase the membership fee.\nPersonally, I think the fee should be increased fifty cents, but I am well\naware of the fact that such a proposal would meet with opposition from\nmany quarters.\n\nIn recognition of the importance of this problem of membership, and in\nview of the increasing duties of an overworked general secretary who had\nto date personally and effectively handled all matters pertaining to membership, the executive committee authorized, at its February meeting, the\n\nestablishment of a division of membership. Mr. Theodore D. Martin,\nsecretary of the Utah State Teachers' Association, was appointed director\nof this division, and will devote all of his energies to this important task.\n\nThe membership should reach 500,000 in the next six or eight years.\nMr. Crabtree, Mr. Martin, and the officers of the Association should\n\n"}
{"page": 75, "printed_page": null, "text": "50\n\nNATIONAL EDUCATION ASSOCIATION\n\nhave your most earnest coöperation in a vigorous campaign for new members.\nV. PROBLEMS OF ORGANIZATION\n\nI wish now to speak of two problems, the first of which must, in my\n\njudgment, receive the attention of this assembly in the near future, and the\nsecond of which must ultimately have consideration .\nThe Association now has thirty committees exclusive of strictly con-\n\nvention committees. These committees are dealing with subjects that\nrange from the legislative program on the one hand to the problems of\nteaching English and arithmetic on the other. They range in size from\ntwelve or fifteen to a hundred, and in one instance a thousand members.\n\nIn the sixty-eight years of its history, the Association has had numerous\ncommittees that have performed notable service to American education .\nThere are committees today doing excellent work, but now, as always,\nthey work under great difficulties. In former years, it was occasionally\n\npossible, even out of meager resources, for committees to hold sessions\nat places and times other than in connection with the two great annual\nconventions. This made possible a concentration that achieved results.\nYour president recalls service of this kind a decade ago and he also recalls\nfeverish and more or less futile attempts to do committee work in connection with national meetings.\n\nIt is evident that the problems of committees differ. Some committees\ncan best do their work in connection with the annual meetings. Some\nshould be large in number. This is true of such committees as those on\ntenure or classroom teacher problems or the committee on the Child Labor\nAmendment. Other committees should be relatively small, and if they are\nto function there must be opportunity for deliberation and discussion.\nWe would as well admit that a committee on character education cannot\n\nfunction as it ought to function unless the members of this committee,\nor at least an executive group of them, can come together for serious study\nand discussion at a time when they will not be distracted by the many\nactivities of a great convention.\n\nThe functions of the representative assembly itself are involved. This\nbody must confine itself to a consideration of general policies. It must\nnot attempt consideration of purely technical problems. It is proper for\nthe Assembly to promote important new movements. Some problems,\nsuch as civic and moral education, are of such supreme importance that\nthere should always be committees dealing with phases of them. But there\nis a danger of multiplying committees needlessly. The meetings of the\nassembly must not become cluttered up with reports to the exclusion of\nconsideration of major issues .\nThe Association has sixteen departments. New groups are seeking to\nform departments. There is a danger, of course, of creating too many departments, but there are important groups of teachers who will not receive\nthe service which the National Education Association can render them\n\n"}
{"page": 76, "printed_page": null, "text": "GENERAL SESSIONS\n\n51\n\nuntil new departments are created. I cannot go into these problems in\ndetail. I have asked Mr. Kelley's committee on departments to give\nconsideration to all of them. They will not be easy of solution. The\n\npresidents of the Association in the next five years will have to meet these\nconditions. They will have many complaints from committee members\nthat conditions under which they are expected to work are next to impossible. Difficulties will arise in connection with the formation of new\ndepartments. It is needless to point out how closely these problems are\nrelated to the size of membership.\nThe other matter that I wish merely to call to your attention is the composition and the duties of the executive committee. The executive committee consists of five members, four of whom are ex-officio members. The one\nmember elected as a member serves one year. The committee may contain\nin any given year only one new member; it generally contains only two.\nOn the other hand, it is possible to have four new members. A small\ngroup, through continuous service, may have a dominating influence, for\ngood or for ill, over a number of years, or a sweeping change in membership might at any time result, for good or ill, in sudden changes in policies .\nPersonally, I favor a small committee. The creation of a large executive\ncommittee would be a serious mistake, just as a large board of education\nis undesirable. On the other hand, the committee as now constituted is\nnot sufficiently representative of its constituency. Under no conditions\nshould the committee consist of more than nine members. We should begin\nthe study of this problem in the near future. It may be possible to bring\nabout a more effective articulation between the Association itself and some\n\nof its great departments, and thus contribute to the more effective integration of our efforts.\n\nUnder our charter, the general secretary, who is the chief administrative\nofficer of the executive committee, is elected by the board of trustees. The\nboard of trustees is not the governing board of the Association. The\nexecutive committee, which is the governing board, should be empowered to\nemploy the general secretary.\nVI . WORK OF THE HEADQUARTERS STAFF\n\nI have had opportunity during the year to observe the workings of a most\ncompetent headquarters staff at close and long range. I would not undertake to recount the good deeds which they have performed, but I would\nconsider myself derelict in my duty did I not acknowledge their fine morale\nand unstinted devotion to the interest of the Association.\n\nWhen the\n\nexecutive committee called on them to practice the most unusual economy,\ntheir response was instant and regardless of personal inconvenience.\nIn closing, I wish to express my thanks to all who have coöperated so\nloyally during the present year, to my associates on the executive committee,\nto the chairmen, presidents, and other officers of departments, to the\nchairmen and members of the committees, to innumerable members of\n\n"}
{"page": 77, "printed_page": null, "text": "52\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe Association without official responsibilities who have given without\nstint of their time and energy to the service of the Association, to Mr.\nCrabtree and all others of the headquarters staff, and to all of our mem-\n\nbers in Indianapolis and Indiana who have done so much to make this\nconvention a success .\n\nINTERPRETING THE STATE PROGRAM\nJOHN W. ABERCROMBIE, STATE SUPERINTENDENT OF EDUCATION\nMONTGOMERY, ALABAMA\n\nPresident Newlon is to be congratulated upon his selection of general\nthemes and special subjects for this meeting of the Association. In no\nother respect perhaps is our educational advancement reflected more surely\nor more strikingly than in the making of programs for our annual meetings .\nUntil within a comparatively recent period each speaker was permitted\nindependently to choose his own subject. Consequently there were no\ngeneral themes, no special assignments, no orderly arrangements, no logical\nprocedures, no purposeful results. On the contrary, there was much of\nhaphazard, duplication, lost motion, confusion and ineffectiveness. Now\nour programs are thoughtfully, orderly, and logically made. Manifestly,\nthe new method is superior to the old.\nOur Educational Progress-All students of education, especially those\nwho were so fortunate as to be present and listen to the splendid addresses\ndelivered at the general session on Monday morning, have been profoundly\nimpressed with the progress made throughout the country during the last\ntwenty-five years. Considering the numerous untoward conditions obtaining, this progress, even in the States generally regarded as the most backward educationally, has been rapid, substantial, and praiseworthy. Indeed,\nthe statisticians tell us that the greatest ratio of progress is found in the socalled backward States .\n\nWhether considered from a State or from a National point of view, our\nprogress in education during the first quarter of the twentieth century has\nbeen incomparably and marvelously great. History furnishes no parallel .\nYet, there are those who, looking backward rather than forward, living\nin the past rather than in the present, claim that we have made no progress,\nthat we have actually retrogressed, that the schools of a quarter or a half\ncentury ago were better than those of today. They are thinking of the\nschools of their childhood and youth, ignorant or forgetful of the changes\nthat have taken place in ideals, conditions, and needs. To them our educa-\n\ntional renaissance is as a closed book. They belong to the group who sing,\n\"Apples were redder, sugar was sweeter, boys and girls were better when\nwe were children.\"\n\nThere is another class of persons, more numerous, more intelligent, and\nmore influential than those just mentioned who, while conceding that some\n\n"}
{"page": 78, "printed_page": null, "text": "GENERAL SESSIONS\n\n53\n\nprogress has been made, criticize our educational systems and those who\nadminister them, claiming that the schools are costing too much; that the\ntask of providing elementary, secondary, and higher education for all is not\na proper governmental function; that we are unable financially to provide\nsuch education; etc. They either openly oppose, or, through the compul-\n\nsion of public sentiment, yield unsympathetic and reluctant support to all\nforward movements in education. They, too, are groping in darkness, if\n\nnot in outer darkness, then in semi-darkness. As the apostle would say,\nthey \"see through a glass, darkly.\"\nPersons belonging to one or both of these groups are to be found in every\nState, county, city, town, village, and community, sometimes in large numbers. They are the persons to whom we have failed wholly or partially to\ninterpret our educational programs. Interpreting the schools to the public\nis essential to educational growth. To the extent that this has been done\nsuccessfully we have progressed in the past. Continued advancement depends upon continued successful interpretation.\nWhile all that has been said about our progress is true, and while that\nprogress has been incomparably, even phenomenally, great, the conspicuous,\ndeplorable, and humiliating fact remains that we have no equality of educational opportunity in any of the States. In most if not all of them one\nchild attends school a few months in the year, while another goes nine; one\nhas a poorly trained teacher, while another has an instructor with the best\n\nof preparation; one attends school in a hut, while another studies in a\npalace; one is supplied with the minimum, while another is furnished with\nthe maximum of school facilities. Manifestly the need for making and\ninterpreting programs has not passed.\nThe State Program-The interpretation of a program presupposes its\nformulation. Until within a recent period, except perhaps in some of the\nyounger States, programs evolved through force of circumstances and along\nlines of least resistance rather than through the intelligent development of\npreconceived plans. Now they are deliberately formulated, projected, and\nexecuted. In fact, program making has come to be an outstanding feature\nof educational administration .\n\nThe newest, best approved, and most effective method of formulating a\nState program is that of a State-wide survey which discloses conditions,\n\nreveals tendencies, exposes deficiencies, indicates needs, and suggests remedies. If made by recognized experts, such a survey will be accepted as\nauthentic and conclusive by those to whom it is adequately interpreted.\nFortunately, through the activities of the National Education Association, the United States Bureau of Education, the General Education\nBoard, the institutions of higher learning, the State departments of educa-\n\ntion, and other agencies, many highly trained educational investigators have\nbeen developed, and it is possible now for States and their subdivisions,\nwithout incurring undue expense, to formulate programs based upon surveys conducted by recognized survey experts.\n\nIndeed, much if not most\n\nof our progress during the last decade and a half is attributable directly or\n\n"}
{"page": 79, "printed_page": null, "text": "54\n\nNATIONAL EDUCATION ASSOCIATION\n\nindirectly to the interpretation of programs developed through such surveys.\nThe educational survey is a typical American service. It promises to develop into a distinct vocation, into a learned profession-a learned profession\nof the highest type.\n\nA wisely formulated State program will comprehend a complete system\nof education. If modern and ideal in all respects, it will provide for :\n1. A State board with a small, overlapping, long-term membership\n\nelected by popular vote or appointed by the governor with the approval of\nthe legislature, having large powers in the general control of all elementary\n\nand high schools and full powers in the direct control of all State-supported\ninstitutions of higher learning.\n\n2. A State department under the direction of a professionally qualified\nState superintendent chosen by the State board for a term and at a compensation fixed by it.\n3. A State departmental organization comprising divisions of executive\nand business management ; teacher training, certification and placement ;\nelementary education ; secondary education; vocational education; physical\nand health education; artistic, ethical, and patriotic education; exceptional\neducation ; statistical information ; buildings and grounds; school and community betterment.\n\n4. A State departmental staff of administrative, supervisory, professional,\nand clerical experts appointed by the State superintendent with the approval\nof the State board and in accordance with qualification standards prescribed\nby it.\n\n5. A county board with a small, overlapping, long-term membership\nelected by the people in county-wide elections, having direct control of all\nelementary and high schools under minimum standards prescribed by the\nState board.\n\n6. A county department under the direction of a county superintendent\npossessing the minimum qualifications prescribed by the State board and\nappointed by the county board for a term and at a compensation fixed by it.\n7. A county departmental staff of administrative, supervisory, professional, and clerical experts appointed by the county superintendent with the\napproval of the county board under minimum qualification standards\nprescribed by the State board.\n\n8. A form of organization that will include the kindergarten, the elementary school, the junior high school, the senior high school, the junior\ncollege, the senior college, and the university, with adequate provision for\nthe training of teachers with which to conduct them.\n\n9. A plan of financial support that will guarantee equality of educational\nopportunity to all the children of the State without placing upon any county\nor other subdivision a tax burden materially larger than that borne by any\nother county or subdivision.\n\nMethods of Interpretation-After a program has been developed by\nsurvey or other method, the logical next step is its interpretation. This is\na function of the State department. Under the American plan of educa\n\n"}
{"page": 80, "printed_page": null, "text": "GENERAL SESSIONS\n\n55\n\ntion it devolves upon that department not only to initiate and formulate\n\nplans for the development of systems and the improvement of schools, but\nalso to project and explain them to the public, to project and explain them\nso as to lead the public to understand, approve, and accept them. Unless\nthe public is made to regard submitted proposals as desirable and feasible,\nthere willbe little chance of securing their adoption. In the final analysis\npublic opinion is the controlling factor in school administration as well as\nin other governmental operations. Hence, interpreting programs is simply\ndeveloping favorable public opinion in regard to them.\nThe creation of a favorable public opinion toward a proposed plan for\nschool improvement is itself an educational process and calls for the application of educational principles. Methods that produce favorable attitudes\nwithin systems and schools will, if properly applied with necessary modifications, produce similar attitudes upon the part of the general public.\nThe development of an understanding, favoring, and sustaining public\nopinion, which is the essence of interpretation as here used, will call for\nsystematic procedure. An orderly interpretation would be as follows :\n1. To the executive, administrative, and supervisory school officials.\n2. To the teachers in the schools .\n\n3. To the patrons of the schools.\n4. To the general public.\nInterpretations may be made in various ways. The most effective will\ninclude the use of letter, circular, bulletin, school journal, newspaper, personal appeal, public address, commencement occasion, educational exhibit,\nschool rally, community organization, civic club, fraternal order, professional association, religious body, social gathering, radio, and other available\nagencies. In other words, all interpreting processes will center in and\nrevolve about publicity. Publicity, intelligent, systematic, persistent, determined, effective publicity is the sine qua non of success in the interpretation of a State program.\n\nConclusion-In conclusion permit me to say that when each of the States\nshall have formulated, projected, and executed a program which will guarantee equality of educational opportunity to all its children, we shall still\nhave gross inequality of educational opportunity among the States themselves. Those inequalities will not be removed until we have developed,\ninterpreted, adopted, and executed a National program of financial support\nwhich will guarantee equal educational advantages to all the children of\nall the States without imposing upon any State or subdivision thereof a tax\nburden materially heavier than that borne by any other State or subdivision .\nIf every child is to have an equal chance in life with every other child\nwe must provide National as well as State equality of educational opportunity. To that end, along with the development and interpretation of\n\nState programs must go the development and interpretation of a National\nprogram.\n\nTo that end, State and Nation must coöperate in the financial\n\nsupport of education.\n\n"}
{"page": 81, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n56\n\nINTERPRETING THE SCHOOL TO THE HOME\nANNA GRAEME FRASER, VICE- PRINCIPAL AND TEACHER, OAKLAND HIGH\nSCHOOL, OAKLAND, CALIFORNIA\n\nThe question of how to interpret the school to the home has changed to\n\"How can the school substitute for the home ?\"\n\nNot how can the teacher\n\ncoöperate with the home, but rather how can the teacher understudy the\nhome. The child in the average class fifteen years ago got his training\nfrom his church, his school, and his home. Children today in your schools\n-millions of them\n\nknow the church as a place to get married in or get\n\nburied from . The moral training the child gets from the church is almost\nminus, and unless the home and the school look out for his soul, it is not\nlooked out for .\n\nAnd does his home do it? Yes, if he has a home, an honest-to-goodness,\nold-fashioned American home, with a real father and mother. But if your\nschools are like our schools, you have thousands of children who have a\nright to stand up and say to the community and to their parents, \"Where\nis my home ? I have not had the training only a home can give. I have\nnot had a home.\" And they have not had homes; they have had a series\nof apartments they move in and out of; they have even had a series of\n\nparents.\n\nIn the city I live in we used to ask the name of the father and\n\nthe mother-now we ask the name of the adult with whom the child lives.\n\nI know a girl-a nice, fine girl, too-who has had four stepfathers. Does\nshe know what the word father means ?\nthe finest sense of the word means ?\n\nDoes she know what a home in\n\nWith a weak church and a weakening ideal of home, the burden of training falls with tremendous force on the school. In place of the teaching of\nthe priest, in place of the training of the mother, many a child has only the\nideals implanted by the teacher. It is the biggest call to responsibility the\nschool has ever had. It is a challenge to every teacher in America, this\nmaintenance of American ideals of personal integrity. This is the real call\nof education.\n\n"}
{"page": 82, "printed_page": null, "text": "GENERAL SESSIONS\n\n57\n\nTHE STRATEGIC POSITION OF THE PRINCIPAL IN INTERPRETATION OF THE SCHOOL TO THE PUBLIC\nBELLE M. MONROE, PRINCIPAL OF KING SCHOOL, AKRON, OHIO\n\nThe principal today must occupy a middle vantage point. From one\ndirection to the other, back and forth he looks; as he looks to the one, the\nschool; as he looks to the other, the world outside. As he looks to the\nschool, he must see the situation as it is; he must see it in its intention, in\nits operation, and in its result. As he looks to the world outside, he must\nanalyze conditions as they have been, as they now are, and as they will be\nwhen changes come, which the present points to as inevitable.\nFrom this constant observation and study of conditions within and with-\n\nout comes the principal's part in the constant effort toward adjustment ;\nsuch adjustment as will give to the youth within the school the training he\nwill need to take his place when without; and it is here, along with this\n\nadjustment, that the principal meets his greatest task, requiring all his tact,\nall his skill, his best judgment that task, the interpretation of this effort,\nthe effort toward adjustment-to the people. The interpretation in such a\n\nway that they will believe in it, have such faith and confidence in it, that\nthe school will not be a thing apart to be criticized, but an institution which\nis a most vital part of the community, a part in and with it, and not a\npart from it.\n\nRight here we ask, why shall the principal do this ? Why shall he take\npart in interpreting the school to the people ? Where shall he begin, and\nhow shall he go about it ?\nNo person connected with the school system is in a better position to\nknow school policies and to be at the same time in such close personal touch\nwith his part of the community than is the principal. He has even quicker\naccess to the home than the newspaper; as practically all homes in a community could be reached within fifteen minutes after a message was given .\nThe school, moreover, is his business, his profession, his interest. Were\nhe selling automobiles he would expect to exploit the advantages of his\nparticular model over previous ones, and those which others may be sellinghe would do this for his own advantage, at least. Surely, then, as principal,\nhis interest in his school and community would not be less keen, would not\ncall for less effort on his part, for truly an understanding and sympathetic\ncommunity would spell success to the principal, as surely as sales to the\nsalesman.\n\nThe members of the community have a right to understand the why and\nwherefore of the education which is being given their children; they have\na right to know when changes are made and why. When policies are\nchanged, and expenditure of money called for, it is the community that is\nmost affected, and for which explanations should be given; and in interpreting changes, in giving explanations, and in creating and holding the co\n\n"}
{"page": 83, "printed_page": null, "text": "58\n\nNATIONAL EDUCATION ASSOCIATION\n\noperation which would bring success to the undertakings, the principal indeed occupies a strategic position.\nGranting, then, that the principal is the logical person to perform his\nshare, and a large share it is, in interpreting the school to the people, we\n\nconsider next : Where shall he begin, and how shall he go about it ?\nAs the physician could not treat without his knowledge of medicine or\nthe lawyer practice without his knowledge of the law, so must the principal\nbe thoroughly grounded in the fundamentals of education. He must know\n\nwell his history of education as it must serve as a background for present\npractices; he must have such a knowledge of psychology as will function in\nhis community relationships ; he must know modern educational practices, be\nable to judge of values, and be firm in his acceptance or rejection based\nupon his evaluation.\n\nAfter being sure of his own background, the principal's next agency in\nhis effort in interpretation would be his teaching staff. To him would\nfall the task of making clear to his teachers the policies of administrative\nofficers; and of presenting to them the value of each undertaking so effectively that they would work in sympathy with it.\nTo him also would fall the responsibility for maintaining a high standard\nof classroom instruction, for we do not question that the success of a school\nsystem depends upon the quality of its classroom teaching. Because he is\nin a position where he can drop into classrooms frequently, he can know the\nwork of his teachers intimately; he can analyze their mistakes and correct\nthem; he knows of their training, of their interests in school, and something of their life outside.\n\nThen, apart from his relation to his teachers, the principal holds an entirely different relation to his pupils. To many pupils the principal is the\nonly administrative officer known, and to many of them he is known for\neight or more years. Because of this long contact with the same children,\nthe principal is the embodiment of the spirit that pervades the school system;\nand if, as is the teacher so the class, it is equally true, as is the principal so\nthe school-and we may be sure that whatever that school spirit be, it will\nbe carried home, until finally then, as is the school, so is the community; for\nthe principal must realize that as the child interprets him, so will he interpret the school at home; for children are the best advertising medium\navailable for the school, and as long as there are schools and children, they\nwill act as advertising agencies.\n\nHow account for different attitudes in different districts of the same city?\nThe parent who is a student of child development will be out of sympathy\nwith an authority which does not accept his child as an individual, entitled\nto receive the consideration and attention which he would receive in his\n\nown home. The child would be first to resent, then the resentment would\nbe carried home, and finally, after multiplied cases, the school system would\nfeel the unfavorable reaction. The foreign parent will just as quickly feel\nany lack of attention which he might construe as class distinction. How,\n\n"}
{"page": 84, "printed_page": null, "text": "GENERAL SESSIONS\n\n59\n\nthen, may the principal through the children obtain that faith in the school\nwhich will insure coöperation ?\nLet me cite a few instances, which over a period of years have made the\n\nschool in a certain district take high place among other institutions. In\nthis particular foreign district, the school is the first and final authority. It\nbegan with the children; every boy and girl received a square deal ; troubles\nbig to children were not passed over as too small for attention by teacher\nand principal; each child knew if he were in the right he would be given\ncredit; if in the wrong he must take his punishment. Best of all, it carried\nover to the home. Parents so little accustomed to our country and our\nlanguage that they were constantly meeting one kind of trouble after\nanother, could see their children developing, could feel there were wise and\nkind hearts guiding them, and they, too, turned to the same source for\ncounsel. Their hearts were won through their children. There are many\nhomes in that district where officers would not enter singly or unarmed,\nwhere there are nightly brawls, where the eighteenth amendment has added\nnot only to the family income but to the morning news of murders, suicides,\nand robberies; yet there is not one of these homes where it would be unsafe\nfor the principal of that school to enter. She has gone into home after home\n\nwhere children were absent, showing the parents why they should be in\nschool.\n\nParents would have her advise them in their lawsuits and in their\n\ndivorces; she has sympathized with them in their troubles, in their sickness,\nand in their bereavements. Now, do those people understand the school ?\nHas she interpreted it to them ? We say the foreign vote is not an intelligent vote, but there is no vote which that principal would ask which\nthose people would not give, because they have faith in her. They know\nif she asks it, she believes it is good for their children, and some day their\nchildren are going to be different from what they have been; they are\ngoing to be real citizens of a community, and anything which will help\nthem toward that end will receive their support.\n\nLet us pass to another district, American mostly, but poor, struggling, and\nwith little education; parents realizing what they would like their children\nto have, but have been unable to give. Through some turn of fate they\nhave met with one reverse after another until there is almost a settled in-\n\ndifference, an almost pathetic acceptance. And into this district as into the\nothers came the Great War. Of course their men went, great numbers of\nthem. How did the school get into the home? Mary was not in her class\none day or the next, and when the principal called the house was cold,\nmuch too cold for the babies there. What could she do ? A charity worker\ncalled, the house was heated, and the family knew the school was more\nthan aplace where the three R's were taught. Child after child who came\nto school thinly clad went home with mittens and overcoats--and more\nfamilies then knew the school thought of their comfort as well as their\n\narithmetic. John and Andrew were losing weight; another call and the\nprincipal knew why. More milk was left at the house, a little more food\n\n"}
{"page": 85, "printed_page": null, "text": "60\n\nNATIONAL EDUCATION ASSOCIATION\n\ncame in, and the children began to improve, and another family increased\nits respect for an institution which could bring such things to pass. Betty\nLouise was falling behind in her work, she no longer read well, she complained of headache, and an eye examination revealed the immediate need\nfor glasses. Through city agencies they were secured, and another family\npaid homage to the school. William's work was suffering because of frequent absences; one cold after another developed, until it seemed the only\nhelp would be the removal of the diseased tonsils; there were no family\nfunds; again the principal's attention brought city relief.\nDid that principal interpret the school to the people? Yes, and it does\nnot take war to do it. We have with us always the same poverty, the\nfaulty vision, and the diseased tonsils, requiring that human interest which\nwas shown.\n\nThen we have our districts of well-to-do, intelligent, interested people.\nHow does the principal through the children interpret the school to them ?\nNo class will question more, will condemn more quickly if we are wrong, or\ncoöperate more if they feel we are right.\nLet us look within in such a district: Betty Jane is nervous, high-strung,\nimpetuous ; may it not be possible that with music, dancing, and French\nlessons, she is attempting too much ? Perhaps a frank talk with Betty Jane's\nparents in which the principal shows them how much of music Betty Jane\nis really getting in school, and how much of rhythm she is getting with her\n\nfolk games in the gymnasium, will convince them that at least until the\nphysical condition improves, the outside lessons can wait. Betty Jane will\nbe benefited and the parents convinced of the personal interest in the child.\nAgain, Louise exhibits unusual ability in her art classes; indeed there is\nno question that she has a talent which should receive every opportunity for\ndevelopment. When the principal discusses this with the parent, he is indeed grateful, makes haste to secure the best possible instruction for her,\nand he, too, is convinced of the school's interest.\n\nThe principal believes that he should put no less thought in planning the\nyear's activities in his school than he would put into the preparation of a\nclub program, and he considers it essential that very early he should get a\nprogram of the year's activities into every home, and with the help of each\nteacher a program is worked out which plans for one \"At Home\" or \"Visiting\nDay\" each month of the school year, days of different types, some afternoon, some evening, and of varied interests, and on different days of the\nweek, believing that in this way he will cover all interests and that in the\ndifferent choice of times, each parent can find some time when he will be\nable to come.\n\nOne program takes care of children having special dramatic ability, and\nthe parents witness the production of a play which these children have\n\nwritten. Another offers the children of musical ability opportunity to\npresent a musicale. An art day gives every child opportunity to contribute.\nAn exhibit from the vocational department, late in the term, affords a most\n\n"}
{"page": 86, "printed_page": null, "text": "GENERAL SESSIONS\n\n61\n\ninteresting evening. Every child may have something on display, because\nsewing, cooking, woodshop, printing, electrical, and sheet-metal departments all contribute.\n\nA gymnasium demonstration can take in every child in the building, and\nin one particular school, resulted in such enthusiasm among the mothers\nthat before they left the building they had engaged the gymnasium teacher\nfor a series of lessons, and a number of the fathers had rented the gymnasium one night a week for the rest of the semester.\n\nThe academic work is given prominence, and one night each semester\nparents are asked to inspect the results of class work as shown in papers of\nreading, writing, and arithmetic, and in geography, spelling, and composition.\n\nMany parents have little conception of the modern school, and once each\nsemester they are invited especially to come in and enjoy \"A Child's Day.\"\n\"A thought a day\" sent into homes each day of education week, put across\nsome truths with regard to the school. Clever posters made by the children\nand placed in store windows gained considerable attention.\n\nWe have discussed the principal's effort to interpret the school through\nthe teacher and the pupil. There is another medium of large import-his\nrelation to the parent. It is in his individual contact with the parent that\nhe becomes best known. It is here that the indefinable \"personality\" counts.\nMany of these contacts are brought about by discipline cases, and it is by the\njudgment and sympathy shown in the handling of them that the school receives its \"parental\" rating. The principal who works on the theory of\nsame offense, same punishment loses sight of the individual, but the principal\n⚫who measures degrees of wrongness in the offense by the individual, his environment, his training, his physical condition, and his provocation, comes\nnearer meting out the most effective punishment, and that principal need .\nhave little fear but that the parent will be of one accord with him.\n\nThe wise and tactful principal will always be as ready to listen to the\nparent's version of a complaint or grievance as to present his own side and\nbe just as fair in admitting the wrong on the side of the school, for it is\nonly by such absolutely fair judgments that he can keep faith with his people.\nThe getting together of parent and principal, parent and teacher, brings\nabout the feeling of a oneness of interest, and these personal contacts are\nbound to result in a feeling of \"belonging\"-the school to the people, and\nthe people to the school. It is one thing more to make the school a part\nin and with the community.\nThe parent meetings which everywhere form a part of the school program\n\ngive to the principal a peculiar opportunity to explain school policies, to\ndiscuss types of organization and changes in methods, to present school needs,\n\nto solicit coöperation in meeting them, and, finally, an important part in\nthe school system, to refute charges constantly being made against the\npresent-day school, to know first whence they come, the inspiration of them,\nand how much of justification is behind them. A principal can give con-\n\n"}
{"page": 87, "printed_page": null, "text": "62\n\nNATIONAL EDUCATION ASSOCIATION\n\nvincing statistics of comparative costs in education, comparative as to difference in value received then and now, and comparative with almost any\nluxury or brand of chewing gum. He knows from many research reports\n\nthat the educational product today will not lose by comparison with that\nof any age. He can be so convincing with his people, because of their faith\n\nin him, that no bond issue will be too large, nor any matter too small, to\nbe worthy of consideration.\nThe principal, then, in addition to his efforts to do much through the\nteacher, the child, and the parent, to interpret worthily the school to the\npeople, must give something of himself. He must be willing to do his part\nas a leader in the community; he must be ready socially and professionally\nto take his place; he must know that he is responsible not to parents alone\nfor the output of his school, but to the taxpayer; he must admit that too\noften the scholastic element has been so emphasized that the social element\nwas overlooked; and then again that the pendulum swung too far the other\nway. But the principal must show to his community that from these mistakes education has grown. He must make them know that the big aim in\neducation today is to prepare for citizenship, to turn out from our schools\ncitizens who will know how to assume social relations, one with the other,\nwho will know something of the science of social relationships in order that\nequity, harmony, and peace may prevail, and that into the curriculum has\n\nbeen incorporated that which will give to the youth, as well as a broad\nknowledge of facts, an adequate picture of life.\nIn his advisory capacity to the teacher, in his sympathetic relation to the\n\nchild, in his informatory service to the community, and receptive and friendly\nattitude toward the parent, the principal is daily conscious of the strategio\nposition which he occupies, and his success in interpretation of the school to\nthe people will be largely dependent upon what his conception of a school\nsystem should be, upon his sincerity of purpose, as evidenced by his loyalty\nto those responsible for educational policies, upon his keen and sympathetic\ninterest in his pupils, and the community which they represent, and most\nof all upon his conviction that the founders were right, and that he will do\nhis share in maintaining the ideals without which the Nation would not\nlong endure.\nINTERPRETING THE RURAL SCHOOLS TO THE PEOPLE\nLILLIA E. JOHNSON, COUNTY SUPERINTENDENT OF SCHOOLS , EAU CLAIRE\nWISCONSIN\n\nRural and city schools alike need interpretation to the patrons largely\nbecause their dividends are deferred. If the financial advantages of an\neducation were apparent, and if it could be turned into money monthly, the\nschools would be crowded, but because the dividends are spread over a lifetime they are not so easily measurable. The same is true of the cultural\ndividends. Many people who have not had the advantages of education\n\n"}
{"page": 88, "printed_page": null, "text": "GENERAL SESSIONS\n\nlook upon it as an avenue to permit escape from work.\n\n63\n\nWe must abandon\n\nthis idea and substitute for it the fact that the value in education lies in the\n\nopportunity for greater service.\n\nThe farmer's life is one of constant warfare-against weeds, insects,\nanimal diseases, inclement weather.\n\nHe is an individualist-he works\n\nalone he plans alone. The history of farmers' coöperative ventures is\nthat while they are new-while there are profits to be divided, the patrons\nflock to them; but when adversity comes, when losses must be assessed, they\nhasten to desert them.\n\nTo too great adegree the people of the rural sections feel that the hands\nof their urban brethren are lifted against them. This is easily explainedthe farmers are concerned with keeping the price of foodstuffs up and the\nprice of labor down; the city dwellers are concerned on the other hand\nwith keeping the price of foodstuffs down and the price of labor up. The\nfarmer, lacking organization, is usually obliged to sell his produce for what\nthe urban population offers and is obliged to pay what he is asked for labor.\nHe thus comes to look upon his city brethren as his economic, political, and,\ntoo often, personal enemies. The city people dress usually in a little later\nfashion. They pay more attention to education. This often, in the mind\nof the farmer, makes education seem an unfriendly affair.\nThe remedy is interpreting the schools as agencies of and for service\ninstead of agencies for personal gain; we must avoid the argument that\neducation will make it unnecessary to work; that the educated man is able\nto do more for himself, and substitute for that argument and interpretation\nthe notion that it is the duty of every man to serve his fellows; that no\ngroup is ever made stable by building upon the ruins of another group, but\nthat all must rise together by building on increased efficiency in dealing with\nnatural laws and elements.\n\nIn interpreting the schools to the rural group, the teacher, the superintendent-the interpreter-must avoid the suggestion that he is divinely\nappointed to lead the rural heathen out of their darkened condition into\n\nthe light; he must rather come among them as a seeker of light-first\ngaining their confidence by learning of them and later tactfully building\nupon the foundation which he finds.\n\nTHE COLLEGES AND THE PEOPLE\nERNEST HIRAM LINDLEY, CHANCELLOR, UNIVERSITY OF KANSAS\nLAWRENCE , KANSAS\n\nParaphrasing Mr. Lincoln's statement that God must love plain people\nbecause he made so many of them, one may say that the people of America,\nboth plain and embellished, must love the American college and university,\nbecause they have made so many of them.\n\nThe growth of these institutions, in equipment and attendance, is\n\n"}
{"page": 89, "printed_page": null, "text": "64\n\nNATIONAL EDUCATION ASSOCIATION\n\nstartling. Attendance in 1900 of 110,000 has increased since that time to\n500,000. The proportion of graduates in 1900 was one in 5400; and in\n1920, one in 3000. This growth, and the huge cost ofmaintenance of these\n\ninstitutions, much of which is borne by taxation, are an expression of the\ndeepest faith of the people-faith in education as the chief hope of the\nsalvation of man. This faith in education grows out of modern conception\nof the meaning of life and of civilization.\nCivilization is now conceived as a conquest-a conquest of nature and\nhuman nature in the spirit, and with resources of the arts and sciences.\nThis conquest requires both the higher education of the individual and the\ndiscovery of truth through research.\nThis faith of the people in education thus engenders \"great expectations\"\nof colleges and universities. Where the treasure is, there the heart is also.\nAs the people give of money and devotion to the maintenance of higher\neducation, more and more will they examine, scrutinize, and criticize, and\nrightly so. \"Whom the Lord loveth He chasteneth.\" Witness the flood\nof criticism of the American college and university. During the last five\nyears there has been more discussion of the aims and the failures of higher\neducation than in the previous quarter century. No phase of the life of\nthese institutions has escaped discussion.\nWithout attempting to discuss these criticisms, they fall under five heads .\nTo quote from the address of President McVey, of the University of\nKentucky, as president of the National Association of State Universities :\nFirst\n- The administration of universities and colleges is autocratic and\ncapitalistically controlled.\nSecond-Ideals, if they exist, are not carried over to the student. Business concepts rather than scholarship rule the thought of the institutions\nwhile religion is forgotten or given a second place.\nThird-The supervision of student life, in health, housing, and amusement, is largely neglected.\nFourth-Instruction is given by poorly paid, spiritless teachers, who have\nlost their freedom as citizens and as thinkers.\n\nFifth-Facilities for instruction are unequal to the task of education, and\nthe whole system of higher education is overrun with a vast horde of elementary students.\n\nIn spite of this flood of severe criticism, the universities and colleges have\nwon added prestige. The public have shown their confidence in higher\neducation as never before, by greatly increased appropriations, by larger\nindividual gifts, than in any period in history. Indeed, much of the\ncriticism emanates from those who cherish deeply the great objectives\nof higher education.\n\nThus, in whatever way it finds expression, the zest for higher education generates a terrific pressure upon colleges and universities. This\npressure constitutes a dilemma of serious proportions. The demands\nof the present, of urgent social need, conflict with the necessities of the\n\n"}
{"page": 90, "printed_page": null, "text": "GENERAL SESSIONS\n\n65\n\nuntrammelled search for truth and the processes of education of the individual, which must be deliberate.\n\nHow to serve the present without surrender to the present is the great\ntask of the university. The university stands for the permanent values\nof life. The university must seek the testimony of years and centuries\nagainst the testimony of the hour. This requires isolation, and often\ncloistered withdrawal from the world. Too much remoteness, on the\nother hand, imperils right assessment of social need, and right response\nthereto.\n\nThis inevitable conflict of the present and the future, this social pressure,\nproduces, in the language of David Starr Jordan, three types of foes of\nhigher education: the Pharisee, the Philistine, and the Charlatan.\nThe Pharisee wishes to force his particular faith into the classroom .\nHe insists that students be taught, not merely how to think, but what to\nthink. These prescriptions include all sorts of economic, political, social ,\nmoral, and religious doctrines. Special methods of teaching history,\ncitizenship, and patriotism are demanded. These doctrinaires would\nmake the public schools and the colleges and universities the happy hunting ground of propaganda.\nThe Philistine, who views the university as a place to train man strictly\nand for his business . These look on colleges as trade schools, and not a\npreparation for life or for service to the public.\nThe Charlatan, the pretender to knowledge and power, who practices\nprotective mimicry of culture and attacks the fundamental purposes of\nhigher education. There are many sorts of charlatans-those who for the\nsake of notoriety bring intemperate accusations against the colleges; and\nthen, there are the charlatans who, under the cloak of interests in culture,\nseek merely the excitement of athletic contests and who exalt athletics or\n\nsocial activities above the serious educational purposes of the university.\nAll these are enemies of the freedom of the scholar, and of the truth that\nmakes men free. \"Free should the scholar be.\" That freedom is in danger\nelsewhere than in Tennessee .\n\nWhat is the nature of the freedom which the scholar should enjoy ? An\nincident suggests the answer to the question. A few years ago there\nwandered into the classroom of a university teacher of ethics a radical\nsocialist of national reputation. At the close of the lecture the socialist\nsaid to the teacher: \"I wish I had a job like yours.\" When asked if he\nwould use that opportunity to inculcate socialism, his reply was emphatic.\n\"No! Socialism is my religion, but if I were a university professor I\nwould not teach it to students in a classroom.\" \"The teacher,\" he continued, \"should be a judge, never an advocate. I should teach my pupils\nto weigh evidence, and to form their own conclusions, but never would I\n\nseek to impose my own doctrines.\" A fine characterization of the application to the scientific method which should dominate all sound university\nteaching and research. The teacher who teaches ex parte descends from the\n\n"}
{"page": 91, "printed_page": null, "text": "66\n\nNATIONAL EDUCATION ASSOCIATION\n\nhighest level of his calling. Active espousal of partisan political opinion\ncan have no justifiable place in the classroom.\nWhat rights has the university professor to address the public on controversial questions ? In the field of his specialty his right cannot justly\nbe denied. Here again the judicial rather than the partisan attitude,\n\nhowever, is the source of his influence and authority in shaping public\nopinion.\n\nFinally, the scholar should function as a citizen, and should be fully protected in the exercise of every citizen-right enjoyed by others. The\ndisposition of a community to deny this right to the scholar while according it to the lawyer, the physician, the business man, and the farmer, helps\nto create a breed of teachers timid as rabbits and unfit to train youth\nto freedom in a democracy. \"Free should the scholar be and brave,\"\nsaid Emerson.\n\nJust as the university in the interest of freedom of thought and freedom\nof teaching should be free from pressure from government and public\nopinion, the university should seek no direct participation in the administration of government. Any attempt to force upon such institutions governmental functions has proved disadvantageous to all concerned.\n\nIn rela-\n\ntion to government the proper functions of the university are advisory.\nThey should be the sources of expert information for those who govern.\nAs the universities should not attempt to control the government, the government should not seek too intimate a control of the universities.\n\nRemembering that the people are sovereign, that they support these\ninstitutions, and that they are entitled to that measure of control that will\ninsure wise expenditures and the loyal devotion to social need which justified\nthe establishment of these institutions, what methods will assure right\nrelations of the colleges to the people ?\nLay boards of trustees or regents, unpaid, elected for long and overlapping terms, insure a continuity of policy and the security from political interference which the nature of the task of the university demands.\nExperience has shown that whereas a salary tends to attract men of political bent, the absence of compensation tends to elevate the board of\n\nregents to a highly honorable status, attractive to the most able men.\nThat is to say, a university can generally secure on its board non-compensated men of much higher average ability than could be secured by a\nsalary within the means of the institution concerned.\nAs public education advances, the judicial status of the university\nis more fully recognized. All the freedom and the respect attaching to\nthe highest courts of justice should exist toward the colleges and universities if they are to enable men to find the truth which controls the\nfuture.\n\nAnother protection is the so-called special or mill-tax. No university\nworthy of the name should plan for less than a decade in advance. Mill-\n\ntax makes possible systematic plans of building and expansion of curriculum, not insured by the system of biennial appropriation.\n\n"}
{"page": 92, "printed_page": null, "text": "GENERAL SESSIONS\n\n67\n\nSome fear that without adequate control, the growing wealth and\nprestige of universities may become dangerous. Great power is always a\nperil to its possessors and to others. The peril of the rich university\nthey declare is an aristocratic, class-conscious conception of culture. But\nAmerica is committed, by its history and its genius, to democracy. Fifteen\nyears ago a distinguished university president, Woodrow Wilson, declared :\n\"The great voice of America does not come from seats of learning.\nIt comes in a murmur from the hills and woods and the farms and factor-\n\nies and mills, rolling on and gaining volume until it comes to us from the\nhomes of common men . Do these murmurs echo in the corridors of universities ?\n\nI have not heard them.\"\n\nMuch has happened in fifteen years in the advance from the undemocratic survivals in the universities we have inherited.\n\n\"The State university, directly responsive to the utilitarian democracy on which it depends, open to men and women on equal terms, selecting .\nfrom all the people of the State those most fit for higher education ***\ndevoted in equal measure to teaching, research, and public service, holds\nhigh the standard under which we move forward into the newer world. \"\nBut the task is unfinished. Should huge, rich institutions fail to maintain\na close and responsive relation to society, through right social control,\nthen in the words of William James, \"It would be a pity if any future\nhistorian were to have to write words like these: 'By the middle of the\ntwentieth century the higher institutions of learning had lost all influence\nover public opinion in the United States. But the mission of raising the\ntone of democracy, which they had proved themselves so lamentably unfitted to exert, was assumed with rare enthusiasm by a new educational\n\npower; and for the clarification of their human sympathies and the elevation of their human preferences, the people at large acquired the habit of\nresorting exclusively to the guidance of certain private literary ventures,\ncommonly designated in the market by the affectionate name of ten cent\nmagazines.' \"\nWhat is the guarantee that the American college and university continue\nincreasingly to be loyal to their obligations to a democratic society. There\nis no absolute guarantee. \"Now as always,\" according to H. G. Wells,\n\"history is a race between education and catastrophe.\" There is no guarantee save through an enlightened public sentiment arising from the diffusion\nof higher education.\n\nThe increasing participation of faculty, student body, alumni, and\npatrons in the government of these institutions tends to insure a whole-\n\nsome democratic organization and spirit.\nWith all imperfection of our present college and universities, never in\nour country's history were institutions of higher education so representative\nof the aspirations of so many of our people. The thousands of students\nwho pour forth from the colleges with a larger vision are the sacred leaven\nwhich is surely bringing nearer the day when these indispensable organs\nof the higher life of mankind will more efficiently serve the present with-\n\n"}
{"page": 93, "printed_page": null, "text": "68\n\nNATIONAL EDUCATION ASSOCIATION\n\nout surrender to the present and without capitulation to the Pharisee, or\nthe Philistine, or the Charlatan, or the political sportsman of whatever\nbreed.\n\nTHE FUNCTIONS OF TEACHERS' ORGANIZATIONS IN\nINTERPRETING THE SCHOOLS TO THE PUBLIC\nELLA VICTORIA DOBBS, ASSOCIATE PROFESSOR OF INDUSTRIAL ARTS , UNIVER-\n\nSITY OF MISSOURI , COLUMBIA, MISSOURI\n\nThe schools and the public constitute a partnership in the operation of\nthe Nation's biggest business-the training of the Nation's future citizens.\nIn this partnership the public plays the role of the stock company which\nprovides capital and equipment, and school costs must be recognized as an\ninvestment on which it is reasonable to expect returns in ever advancing\n\nstandards in character and citizenship. Successful conduct of this business\ndemands mutual confidence and cordial coöperation between the public\nand the teaching body.\n\nThe confidence of the public will be stimulated by a fine professional\nspirit in the teaching body, and the cultivation of this spirit is a first\nessential in teachers' organizations. The cultivation of a professional\nspirit can come only through happy intercourse among teachers. If associated activities are formal and perfunctory all young and many old teachers will seek their real pleasures apart from school influences. Professional gatherings which are also happy social functions tend to develop an\nattitude of joyous service which affects both school and patrons.\nA teacher who performs classroom work well has done only a part of his\nduty. A teachers' association which looks only to the welfare and progress of its members has left undone its major purpose. Advanced methods\ncan succeed only in so far as public sentiment supports them, and the\ncultivation of an intelligent and progressive public sentiment is an obligation upon all teachers and teachers' organizations.\n\nThe pressure of this\n\nobligation is particularly great at this time when rapid changes in methods\nof living have required corresponding changes in both what and how we\nshall teach .\n\nThe teaching groups-the business managers in the partnership who\nhave the expert knowledge-are in duty bound to make clear to the publicthe investors-the reasons for the changes of procedure and to present their\n\ncase in clear and convincing terms which will insure confidence and support.\n\n"}
{"page": 94, "printed_page": null, "text": "GENERAL SESSIONS\n\n69\n\nRESPONSIBILITIES OF EDUCATIONAL JOURNALISM IN\nINTERPReting THE SCHools to THE PUBLIC¹\nJOY ELMER MORGAN , EDITOR OF THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION, WASHINGTON , D. C.\n\nThe challenge to interpret the schools comes with peculiar force to\neducational journals because their only excuse for being lies in their power\nto interpret. More than two hundred educational journals are now issued\nregularly in the United States. An examination of their pages reveals\nmany currents and cross currents of thought and plan. But running\n\nthrough them all-National, State, local, technical, and special-one finds\nemphasis on three main classes of problems which concern the public immediately and directly.\nThe effort to improve the content of education is producing a new curriculum. Large problems of organization and management are developing\na new statesmanship. Teacher-training institutions and professional organizations are evolving a new teacher.\nFor the first time in educational history a curriculum is being built broad\nenough to meet the needs of all the children of all the people and varied\nenough to serve the interests of the individual child. The contrasts be-\n\ntween the old curriculum and the new are striking. The old curriculum\nwas handed down by the school superintendent; the new curriculum is\nbeing built by all the school forces working in democratic coöperation.\nThe old curriculum was made for adults; the new curriculum is being\nmade for children. The old curriculum was static; the new curriculum\n\ncontinues to grow. The old curriculum finished the child's education; the\nnew curriculum begins the child's education. The old curriculum called\nfor mastery of facts; the new curriculum calls for mastery of life. The\nnew curriculum seeks to answer the question \"What shall the child learn ?\"\nThe commission appointed by the National Education Association for the\nrevision of secondary education has said that everyone should learn ( 1 )\nhow to keep well; (2) how to make a good home and rear his children;\n(3) how to use the fundamental processes; (4) how to work; (5) how to\nbe a faithful citizen; (6) how to spend his leisure wisely; and (7) how to\nregulate his life according to the standards of right living.\nThese definite categories involve masses of knowledge, habits, skills,\nideals, attitudes, and appreciations that can be taught in the school and\nthe home. They recognize frankly that the school is but one of many\nagencies through which the social inheritance passes on to the new genera-\n\ntion. Taken as a whole, they furnish a basis for deciding what shall go\ninto the curriculum.\n\nThese are the elements of the new curriculum. The development of\nthe new curriculum is a fascinating story. It takes us into the science of\nThis is an abstract.\n6, 1925.\n\nThe complete address may be found in School and Society: July\n\n"}
{"page": 95, "printed_page": null, "text": "70\n\nNATIONAL EDUCATION ASSOCIATION\n\neducation now struggling in its crude beginnings even as medicine struggled a century ago. It opens the doors of research bureaus at work on the\nproblems of education as the chemist and biologist study the problems of\nmedicine. It takes us into teachers colleges where psychologists are studying the learning processes. Most important of all, the story of the new\ncurriculum helps us to vision education as a many-sided process, which concerns the entire life of the child on the one hand and the whole life of\n\nsociety on the other.\nThe changes in our manner of living and in our habits of thinking that\nare producing the new curriculum are also developing the new statesmanship in education. Educational workers are facing two problems which\ngrow out of the sheer bigness of the units into which modern life is organized. The first is the problem of financing education. Responsibility for\nthe mental and moral growth of children-long held to be a care of the\nfamily only-has been shared in turn by community, State, and Nation.\nThe division of financial responsibility between these various units is now\na matter of much discussion and controversy.\n\nOne State after another\n\nhas had to wage a campaign on the question of taxes versus children.\nFinance inquiries show plainly that larger areas of support are inevitable as\nwealth and industry congregate in larger units. This problem involves our\nidea of local self-government and our notions about States rights to such\nan extent that it is difficult to get unprejudiced consideration of it.\nOur public needs to understand that a decentralized taxation is impotent\nin the face of centralized wealth and income. It needs to appreciate the\nextent to which giant industry and finance reach out to shape human life\nand even to dominate government itself.\nThe new statesmanship also faces the task of coördinating the various\nunits of our school system which have grown up independently. We do\nnot have a system of education . Rather we have systems of elementary\nschools, secondary schools, colleges, professional schools, libraries, museums,\nand other agencies. Each of the systems has its own history and its own\nideals and tends to revolve in its own orbit. As a result the total impression which our educational institutions make upon those who pass through\nthem is chaotic. There are abrupt breaks between one level of education\n\nand another. There is a tendency to overemphasize subject matter and to\nunderemphasize life and growth. No one is particularly to blame for\nthese evils. They are inherent in the way our scheme of things has grown\nup. The beginnings of unification are now evident in the development of\nthe junior high school, the junior college, the municipal university, coöperative schools of various types, and in the growth of adult education through\npublic libraries.\n\nThe new curriculum and the new statesmanship will avail us nothing\nwithout the new teacher. In spite of the progress that has been made\n\nduring the first quarter of the twentieth century, the majority of the\nAmerican people are satisfied to have their children taught by immature\nand untrained teachers. A Nation that trained millions of soldiers for duty\n\n"}
{"page": 96, "printed_page": null, "text": "GENERAL SESSIONS\n\n71\n\non foreign soil has so far been unwilling to train a million teachers for a\ntask equally important and heroic. It will continue to be so until we exalt\nand interpret the new teacher .\n\nFirst, let us insist that society shall draft into its teaching army its most\ntalented men and women. A nation which allows its most gifted workers\nto spend their time upon its material resources and puts incapables in charge\nof its intellectual and moral resources is crucifying itself upon a cross of\ngold. We need our best minds and our biggest hearts for the schools.\nNext, let us magnify training. The National Education Association\nhas said that every teacher should have four years of training beyond the\nfour-year high school as an ultimate goal and two years as an immediate\ngoal. Fewer than half the teachers of the United States meet the lower\nstandard.\n\nThird, let us emphasize professional outlook. The new teacher is eager\n\nto improve his profession.\n\nHe recognizes membership in professional\n\norganizations and continuous training in service as inescapable obligations\nand opportunities. He appreciates the work that local associations have\ndone to improve teaching. He is grateful for what State associations are\ndoing to raise the whole level of education in the States. He is inspired by\nthe noble achievements of the National Education Association; by its\nideals, by its program, by its opportunities for service to the teacher, the\nchildren, and the Nation.\nAfourth asset of the new teacher is his interest in affairs.\n\nThe teacher\n\nworking in the schoolroom must battle constantly with forces outside the\nschoolroom that break down his teaching, that neutralize his efforts to\nbring to children right ideals and attitudes. It is therefore necessary not\nonly that the teacher inculcate honesty in the children, but also that he\ntake a citizen's part in demanding honesty in business, in government, and\nin social life.\n\nThe shortage of mature and trained teachers means not only that the\ntechnical work of teaching is being poorly done; it means also that the\n\ncommunity lacks the leadership of an adequate number of influential men\nand women interested primarily in building up life. We need not be\nsurprised if the home, the school, and the church seem to mold our lives less\nthan formerly. We need not be amazed that the material forces about\nus seem more powerful than the spiritual.\n\nWe have allowed it to be so .\n\nNineteen billion newspapers, maintained primarily by advertising, are\ndistributed in the United States each year, attendance at motion picture\nshows each week number fifty million ; perhaps a fourth of our population\nnow has access to radio sets.\n\nThese are all educational influences of the\n\nfirst magnitude. For the most part they have been conducted with some\nregard for public decency and welfare, but they are controlled primarily\n\nby persons who are interested in profits first and people afterward. Their\nappeal must be influenced largely by the desire for readers or movie fans,\nor purchasers of radio sets. We spend for them more than we spend upon\nthe public schools. The best way to meet the problems which these and\n\n"}
{"page": 97, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n72\n\nother commercialized educational forces have created is to employ teachers\nwhose grip on life is sure, whose outlook is broad, whose training is sound,\nwhose leadership in the community wins recognition because of its sheer\nworth.\n\nA fifth asset of the new teacher is an old, old heritage-love of the individual child. Joy in childhood has been valued in the teacher since the\nday when the lowly Nazarene gave us the supreme example of teacher influence.\n\nHowever, in consequence of the rapid expansion of our school\n\nsystem and the growth of cities, we have lost something of the joy in\nchildhood which is associated with the greatest teacher.\n\nWe need now\n\nconsciously to exalt and honor this quality. It is one of the immeasurables. We do not know why something in a devoted teacher touches\nsomething in the aspiring child with a spark that kindles the divine fire, but\nwe do know that the miracle has happened. Thousands of men and women\nattribute their success in life to this interest on the part of some noble\nteacher.\n\nEducational journalism has no happier responsibility than the elevation\nof the teacher.\n\nLet us exalt the teacher.\n\nLet us reward him well and\n\nhonor him often. Let us acclaim the glory of his task in immortal verse.\nLet us symbolize his noble service in fine paintings. Let us laud his\nheroism in bronze statues. Let us lead the child sincerely to honor his\nfather, his mother, and his teacher.\nNow abideth these three : the new curriculum, the new statesmanship,\nand the new teacher.\n\nBut the greatest of these is the new teacher.\n\n"}
{"page": 98, "printed_page": null, "text": "GENERAL SESSIONS\n\n73\n\nTHE RESPONSIBILITY OF THE PRESS IN INTERPRETING\n\nTHE SCHOOLS TO THE PUBLIC— ( ABSTRACT¹ )\nGLENN FRANK, PRESIDENT OF THE UNIVERSITY OF WISCONSIN, MADISON\n\nFORMERLY EDITOR OF THE CENTURY, NEW YORK CITY\n\nIf this subject, The Responsibility of the Press in Interpreting the\nSchools to the Public, is supposed to place upon me the duty of merely\nexhorting newspaper and magazine editors to devote more space to news\nabout schools and to publish a larger number of articles about educational\ninstitutions, I must refuse to obey orders.\nBefore we can think straight about the relation of the press to the school,\nwe must recognize two very plain facts about the press : (1) It is the function of a newspaper to handle news, not to convert itself into a preaching\nagency in behalf of even the best cause, and (2) a newspaper and the\npress in general is a business institution with a legitimate desire to show a\nhandsome profit at the end of the year.\n\nI am not suggesting the many things that reformers would like to have\nthe press be; I am trying honestly to recognize what the press is. And,\npersonally, I think it will do little good to quarrel with these two facts that\ncharacterize the press.\n\nIf the press is to do more towards interpreting the schools to the public\nthe primary responsibility for bringing that happy event about will rest, in\nthe practical working out of things, not with the press, but with the schools.\nIf school men want more matter about schools in the press, school men\nmust do more things that have legitimate news value in the minds of the\neditors.\n\nPersonally I should like to see the American press develop more than it\nhas up to date a technique for extracting the real news values that exist in\ncreative ideas. If we journalists are really up to our jobs we would realize\nmore than we do that there are as vivid news values in ideas as there are\n\nin incidents. But, again, it will do no good for school men to stand on\nthe side lines and tell the journalist how he should run his job.\nWe school men-I associate myself with both the press and the school\n\ntonight because I happen to be in the twilight zone between an editorship\nand a university presidency-we school men must realize more than we\n\nhave yet realized that dullness and scholarship are not necessarily synonymous and that accuracy does not have to be unreadable.\nI suggest, therefore, that we stop centering our energies on trying to\nwheedle the newspapers into giving more space to the schools ; that we do\n\nour best to do things in our schools that will be so vital that newspapers\nwill take the initiative in giving more space to our activities, and that we\n\ntry to make it increasingly clear that press and school have a joint responsibility in seeing to it that there is thrust into the stream of public\n\nthought, in terms that men who haven't a Ph. D. can understand, those\nFor address in full see THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION, 14:205Mr. Frank's line of thought is still further developed in The Century\nfor July, August, and September, 1925.\n208, October, 1925.\n\n"}
{"page": 99, "printed_page": null, "text": "74\n\nNATIONAL Education AssocIATION\n\nnew ideas, new idealisms, and new spiritual values that have been thrown\nup as by-products of the sciences, philosophies, and practical adventures of\nthe modern mind.\n\nThe use of these ideas spells rebirth for our civilization. The failure to\nuse these ideas spells decline for our civilization.\n\nIf the press and the school can be brought to realize their joint responsibility in giving wide currency to these new ideas, idealisms, and spiritual\nvalues upon which our future depends, we shall have both a better education and a better journalism, and that will be an achievement far bigger\nthan the mere increase in space devoted to school news.\n\nCULTURE AND BRASS TACKS\nMEREDITH NICHOLSON, INDIANAPOLIS , INDIANA\n\nI will assume that those of you who live in other divisions of the Republic crossed the boundaries into Indiana without fear or anxious concern\n\nfor your safety. We mean well, and if our taxis take the corners a little\ntoo fleetly it is only an expression of the cheer and gaiety of this community.\nYou have already been assured by the properly constituted authorities\nof your hearty welcome and my function is merely to explain and to brag\na little so that you will be sure to appreciate how grand and beautiful we\nHoosiers are .\n\nNo doubt some patriotic citizen has already slipped into your hand\ncertain beguiling pamphlets replete with astonishing statistics as to our\nproduction of bacon and hams , canned goods, automobiles, and flour, sweetmeats and silk stockings; so that I shall confine my remarks to certain\n\ncultural manifestations and influences of which you may have heard as\nan important item of our earnest effort to elevate the poor old human race.\nSo many things have happened here in Indianapolis-I don't mean just\nmurders and bank robberies and things like that, but so many events of\nreal importance that a large volume would be necessary merely to catalogue\nthem. It is embarrassing-really most embarrassing-to be obliged to\nadmit that we have produced so much greatness here in every department of\nhuman endeavor. For example, recently you have been reading that\nDr. George Reisner, the distinguished Egyptologist, has solved the riddle\nof the Sphinx. You might know that he's from Indiana. What stumped\nHerodotus and gave Napoleon a serious thought didn't worry Reisner!\nDr. Reisner is a graduate of Shortridge High School and the Sunday\nSchool of Meridian Street Methodist Church. He played around town\nhere just like any other boy and when the pastor of Meridian Street\nChurch told him he'd better go to Harvard he went down to Cambridge\nand showed such aptitude for reading the little birdie signs on the rocks\nand papyri of the Egyptians that he deserted our Fall Creek for the Nile\nand is everywhere recognized as one of the greatest of archæologists.\n\n"}
{"page": 100, "printed_page": null, "text": "GENERAL SESSIONS\n\n75\n\nThe impression was long prevalent that the first settlers in Indiana\nwere uncouth and ignorant, but a scrutiny of the chronicles of the pioneers\nfails to sustain any such idea. Our pioneers were, in fact, mainly children of those forthright aspiring people who settled the first colonies and\ndedicated this continent to the great causes of liberty. They came through\nthe passes of the Alleghanies to find a still newer country, and here on\nIndiana soil they literally founded a State in the ashes of the hunter's\ncampfires. The pioneer adventure in Indiana was in nowise unique,\nfor we shared it in common with all the other States of the valley of\ndemocracy; but the meeting of Middle State and New England folk\nwith Virginians and Carolinians on this soil caused a mingling of elements\nthat was responsible for many of the most striking social and political\nphenomena in Indiana history.\nHappily the record of those times has been competently made. It is\npossible to form a pretty clear idea of what manner of folk they were\nwho dared the wilderness when Indiana was still a Territory, fortified\nwith a confidence that the Constitution of the United States did not follow\n\nbut preceded them and threw its protection about their little homes on\nthe fringes of civilization.\n\nThere was something finely spiritual in the people of that exodus into\na promised land where the milk and honey were not always easy to find.\nThere was an almost unbroken forest between here and the Ohio and\n\nthe great dark woodland was subject to frequent inundation. Only men\nand women of hardihood and faith could ever have triumphed over the\nadverse conditions-the wolf, in no mere symbolic sense, frequently at the\ndoor-the danger from prowling savages, the vast, immeasurable loneliness. Among the simple belongings they brought with them would always\nbe found the rifle, the axe, and the plow and the meagerest household\nfurniture, but this poverty was minimized by the inevitable Bible, with its\npower to bless and sanctify even as holy ground those little farms amid\nthe wilderness. I bid you remember that fourteen years of the life of\nAbraham Lincoln were spent in a typical Hoosier cabin in Spencer County,\nand by so much we of Indiana have a share in the processes by which\nhe entered into the immortal brotherhood of the stars.\n\nThe few books\n\nknown to him there included of course the Bible and when we ponder\nthe Gettysburg address and are moved by the solemn grandeur of the\nSecond Inaugural, it requires no highly cultivated literary sense to detect\nthe enormous influence upon the boy Lincoln's mind of the greatest of\nall textbooks in English style.\nThe question is often asked why Indiana has produced so many writers.\nJust a coincidence perhaps. But if that isn't satisfactory I will submit\nan answer which I think plausible. The very isolation of the pioneers\nmade them all the keener for social enjoyment when they met for a\nlog rolling or to fashion a house or a barn for a neighbor, or there was\na great gathering to hear one of the debates on religious questions that\n\n"}
{"page": 101, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n76\n\nwere a common feature of the pioneer life. Predestination and the proper\nform of baptism were favorite subjects for joint debates. The school\nteacher back yonder was not embarrassed by any question as to the origin\nof man. Evolution hadn't been invented.\n\nAnd the fauna of the Indiana\n\nwoods didn't include monkeys.\nSolomon was a wise man .\n\nthe face.\n\nHe wasn't afraid to look his ancestors in\n\nWe read in the chronicles of the great kings how the ships of\n\nTarshish brought him tribute of ivory, apes, and peacocks for his delight.\nWhen the settlers met for any purpose their long restrained social instincts were given free rein. They were hungry for a chance to talk and\nit came about naturally that they tried to have something interesting to\nsay. An encounter with a band of wandering Indians, or a battle with a\nbear, or some homely domestic incident would offer a subject for a good\n\nstory.\n\nNaturally competition developed as to just who could tell the\n\nbest yarn. And not only the circuit riding evangelists but political orators\ninspired the youth with a desire to cultivate self-expression. The Hoosiers\nhave always been a talkative people. With a little encouragement we'll\ntell you everything. Hardly a town in Indiana that hasn't a preeminent\nstory teller who is produced by his proud fellow citizens to regale you\nwith his narratives.\n\nThe best stories I have ever heard have been told\n\nby Indiana women endowed with keen observation and delightful humor.\nI have never subscribed to the ancient superstition that women are poorly\nequipped with humor. Without their happy endowment in this particular\nthey would long since have found men intolerable.\nIn the days when the lawyers rode circuit they whiled away the hours\nbetween sessions of the court with story telling. Story telling was the\ncommon form of entertainment in the taverns and around the country\n\nstores. Naturally where there was so much of this practice in the art\nof story telling someone now and then with the gift highly developed\nwould undertake to put a yarn into writing. The children of the pioneers\nlearned American history from sires who were a part of it. It is probable\nthat in this way the Homeric stories and the Scandinavian myths and the\nCeltic legends were kept alive by word of mouth until they were finally\nrecorded and took permanent form.\nI might reinforce this theory by adding that the imaginative sense in\nour people in those early days was touched by the landscape itself; by the\ntranquility of our lakes and rivers and the mystery that enfolded the\ngreat forests. The children of the pioneers in their loneliness amid the\ngreat silences, before Mr. Ford put the world on wheels, must have\n\ndreamed wonderful dreams and caught glimpses of Pan blithely piping\nbeside the rippling creeks.\n\nThe first arresting figure in the Hoosier literary pantheon is that of\nEdward Eggleston. There had been earlier writers, but it was Eggleston,\nborn at Vevay in our Switzerland County on the Ohio River, who first\nsaw the life about him with the eyes of the realist. In \"The Hoosier\n\n"}
{"page": 102, "printed_page": null, "text": "GENERAL SESSIONS\n\n77\n\nSchoolmaster\" and in \"Roxy\" and others of his novels he undoubtedly\ndepicted with truth the crudities of the period of which he wrote. In these\ndays when it is difficult (so I hear) to keep the vanity box out of the\nhigh schools it is somewhat shocking to find in \"The Hoosier Schoolmaster\"\nthat we were so uncouth a people back yonder.\nWhere Eggleston left off as a recorder of Indiana life we may pick up\nthe thread again in the poems of Riley. Hardly another figure in American\nliterary history has quite the charm of our old friend and neighbor James\nWhitcomb Riley. He was born in the next county to the eastward but\nfor many years his home was here, and he was the most familiar and the\nbest loved figure in our streets to the end of his life. You will, of course,\nvisit while here, his house in Lockerbie street ; a quaint house, with a\n\nVictorian atmosphere, a place appointed of all time to be the home of a\npoet. A rather small man; dignified, precise in matters of dress-no hint\nof Byronic affectations-twinkling eyeglasses to overcome his nearsightedness; cornsilk hair in which the white scarcely showed in his last years ;\nan actor's mobile face. He was extremely shy, always embarrassed in the\npresence of strangers, but when at ease one of the most interesting and\namusing men that ever lived.\n\nHe was secretive as to his habits of work .\n\nThough I spent some part of nearly every day with him through many\nyears he never, except on two or three occasions, showed me any of his\nmanuscript in the making. He had the pride of the good workman who\nis too proud to exhibit an unfinished job. His formal schooling had been\nslight, but it is futile to speculate as to what a college education would\nhave done for him. The gods took care of all that and quickened his\nsensitiveness to the environment in which he wrought his songs. It was\nfar more important for him to catch the shadings of an uncultivated countryman's speech than to be able to read Theocritus in the original. There\n\nis no such thing as a local literature. If a thing is good, in song or story,\nif it is really deserving of the name of literature, it must possess a universal appeal. Riley's scholarship was in the habits and customs and in\nemotions that touched a universal experience.\n\nThe story telling habit of the pioneers had been carried on to his day\nand brought to a new perfection with fresh material by the soldiers com-\n\ning home from the Civil War. Riley was a master in the art of relating\nan anecdote. Mark Twain said of Riley's story of the soldier who had\nlost his leg that as Riley told it it was the best story ever told. He\nwould have taken rank with the great actors of all time if he had not\npreferred the role of man of letters. The State of Indiana has established\nhere and points proudly to a hospital for children that bears his name .\n\nThe story that has had some currency through the country that he didn't\nlike children is ridiculous.\n\nHe couldn't have written of children with the\n\nintelligence and sympathy that he did if he hadn't loved them. I have\nmyself too often seen him with children to be disturbed by any such story\nas that.\n\nBut he did hate being bored!\n\nHe shrank from bores-from\n\n"}
{"page": 103, "printed_page": null, "text": "78\n\nNATIONAL EDUCATION ASSOCIATION\n\nfoolish people who stared at him or covered him with effusive and stupid\npraise. He used to say that he didn't want to be stared at as if he were\na pair of white mice with pink eyes. And when adoring parents dragged\nchildren into his presence that he might hear them recite his poems he\nwould sometimes betray irritation. But it was always in his heart to be\nkind. The stars shine more brightly over our Indiana because he loved\nit and sang it into melodious song.\nA great many minor bards began to warble about the time Riley donned\n\nthe singing robes. In my youth there were scads of them, both men and\nwomen. There were two at least who wore flowing cloaks in quite the\nTennysonian manner. I used to observe them with timorous adoration\n\nas they strolled through Circle Park. In Market Street in the block immediately east of the monument were the newspaper offices, and after some\nfaint flutings of my own had won the attention of these minstrels I would\nsometimes be called into one or another of the offices to hear a sonnet read.\n\nSonneteering was a great industry; one might have thought that the whole\ntown was trying to match the achievements of Petrarch, Every poet\nhad his Laura, and I was deeply thrilled when several of these twangers\nof the lyre confided in me as to their jealousy of other bards. Two of them\ngave me a thrill by telling me, confidentially, that they carried pistols\nand that there would be a spilling of blood some bright morning. These\nmatters I refer to merely that you may appreciate the thoroughly interesting character of the ground you tread here. Nobody was ever killed;\nthose poets all died in their beds, so that we have no Christopher Marlowe\nhomicidal episode in our literary history.\nTime forbids more than passing reference to the many others who have\ncontributed to our literary legend. Salem, Washington County, was the\nbirthplace of John Hay, poet, novelist, biographer of Abraham Lincoln,\nbut more distinguished for his public services as diplomat and as one of\nthe ablest Secretaries of State this country has known. And you will\nnot take it amiss if I remind you that another product of Salem, Indiana,\nis the accomplished and highly efficient President of the National Educational Association, Mr. Jesse H. Newlon.\nGeneral Lew Wallace, whose \"Ben Hur\" circled the world, lived at\nCrawfordsville, forty miles to the westward, but he was often in Indianapolis. Perhaps you can detect amid the roar of traffic the rumble of chariot\nwheels and the cheers in the great arena. Another of our great romancers\nis Charles Major, who was born in this city but lived most of his life at\nShelbyville, a little to the southward. Like General Wallace, Mr.\nMajor's imagination played upon the historical past; he lived in times\n\"When Knighthood Was in Flower.\"\n\nI am sure that you have already been on the lookout for glimpses of\n\" Beaucaire, \" \"The Magnificent Ambersons,\" and the youngsters so unforgettably described in \"Penrod\" and \"Seventeen.\" The house in which\nMr. Booth Tarkington created these renowned characters is plainly visible\n\n"}
{"page": 104, "printed_page": null, "text": "GENERAL SESSIONS\n\n79\n\nin our landscape and I regret that he is not here himself that you might see\n\nwhat a charming and delightful person he is and how modestly he wears\nhis well-earned fame.\n\nWe almost persuaded Mr. George Ade to come down from his farm to\nexhibit himself here tonight but a thousand acres of the best corn land\nin Indiana demanded his attention. He is our Hoosier Aesop, a keen,\ndiscerning satirist and a playwright of distinction. And if you post your-\n\nself at the right corner in Washington Street you will see another of\nour humorists, Abe Martin, otherwise Mr. Kin Hubbard, strolling by.\nAmillion people laugh with Abe Martin every day. Another bright star\nof the Hoosier constellation is Maurice Thompson, author of \"Alice of\nOld Vincennes,\" a fine literary scholar, a poet of charm, and a delightful\nessayist. It was his brother Will H. Thompson who wrote \"The High\nTide at Gettysburg,\" which has been called the finest poem written of\nthe Civil War .\n\nGeorge Barr McCutcheon is fishing in the kingdom of Graustark or\nyou would have a chance to see what a fine fellow he is.\nGreat was the loss Indiana suffered within the past year in the death\nof that lovely and gifted woman, Mrs. Gene Stratton-Porter. She made\nthe birds of her home at Limberlost sing in all the gardens of the world.\nI have only touched the surface; there are numerous other noteworthy\nHoosier names in the field of fiction, the drama, poetry, and the whole\nrealm of imaginative literature, and I refer you for particulars to almost\nany citizen you meet in our thoroughfares. The work of Indiana painters,\nsculptors, and etchers would demand an hour for its adequate treatment.\nI suggest that you take one of our yellow street cars for an inspection of\nthe Herron Art Institute, where the attendants are most intelligent and\nobliging.\n\nI should serve mine own people poorly if I were to leave with you the\nimpression that our literature is limited to fiction and poetry. We of\nIndiana have been far from idle in the broad field of science, history, and\nbiography, and in many ways Indiana writers have reflected our intense\ninterest in politics. From this extensive alcove I will choose but one\nwork, Mr. Albert J. Beveridge's \"Life of John Marshall,\" and say of it\nthat it is the most important biography ever written by an American. We\nmay think of that work as of a great edifice, solid and unshakable, in\nwhich is enshrined the Constitution of the United States, not for worship\n\nbut for interpretation into terms of life. In reading that book we are\naware of a contact and intimacy with the mind of the great Chief Justice,\nwhose sinewy grasp of our fundamental law and his wisdom and foresight\nplace America eternally in his debt. We may envisage in that edifice\nwhich Mr. Beveridge's genius has constructed and no one is likely to\nattempt to add to it or alter its cathedral-like proportions-other men of\nMarshall's era; soldiers and statesmen of the formative period of the\nNation pass through these broad aisles, but apart from all others sits\n\n"}
{"page": 105, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n80\n\nJohn Marshall, in a seat majestic though unadorned, in the simple robes\nof his justiceship, giving form and direction to the great body of American\nlaw.\n\nYou have doubtless become impatient for some reference to my text,\nor perhaps you have been hoping that I would forget it utterly. But in\nso far as Indiana may be regarded as a laboratory of continuing experiment\n\nin so many departments of human activity the getting down to brass tacks,\nor otherwise the purely material, has been happily balanced by our adventures in literature and the fine arts. If we have proved anything it is\n\nthat in a State whose beginnings were marked by the utmost deprivation\nthere was always a singing voice somewhere in the wilderness; somewhere\na story was being told or a verse repeated to a child that quickened his\naspirations and gave him a clue to the best that has been thought and done\nin the world.\n\nThe great prayer for America is that in its concern with the material\nit shall not permit itself to fancy that the hammering of brass tacks even\nwhere most efficiently effected, under the direction of great captains of\nindustry, is the whole thing. We need, for the highest realization of the\naims of democracy, to maintain as even a balance as may be possible\nbetween cultural forces and the production of implements of brass and steel\nand wood.\n\n\"The spirit of man is the candle of the Lord,\" and it is to be\n\nhoped that the spiritual flame in America will not falter and grow dim,\nbut become more and more luminous as an expression of the aspirations.\nand endeavors of a people so blessed as we are in advantage and opportunity. Those first little ships that sought American shores were impelled\nby winds of faith; those first comers knew little of the enormous resources\nof this continent.\n\nBut they and their children have :\n\"spread from sea to sea\n\nA thousand leagues the zone of liberty\nAnd given to man this refuge from his pastUnkinged, unchurched, unsoldiered. Shamed were we\nFailing the stature that such sires forecast. \"\n\nThe number of those who do truly value our liberty and who do rightly\nunderstand the genesis, the history, and the aim of our institutions must be\nvastly augmented to preserve the ark of God's covenant with man inviolate\nin the great tabernacle of liberty. And if there is a failure somewhere, in\nour educational processes to meet this first great responsibility of education in a republic-the inculcation of the truest ideals of civic duty-then\nthe responsibility must be met. Where, as is now the case, only half the\ntotal electorate find it convenient to vote, something is wrong that must\nbe remedied.\n\nIt is a habit of the pessimist to dwell upon the fact that several very\ngood civilizations are buried in the dust of the old world; but they forget\nthat we of America have raised, as a barricade and unassailable fortress,\n\n"}
{"page": 106, "printed_page": null, "text": "GENERAL SESSIONS\n\n81\n\nagainst all destructive forces, the American common school ; and neither\nthe Athenian state, with its high culture of the few, nor the kingdoms of\nthe Egyptians and the Jews with all their enlightenment, were thus protected from decay and ruin. The education that is most desirable for\nAmerica is that which shall be first concerned with the culture represented\nin our polity and with a willingness among a preponderating number of\nour millions to participate with intelligence in all the processes by which\nwe are governed.\n\nThe flag over the American schoolhouse must represent to the children\nwho enter its door not merely the song and story of our history but the\nideal of a citizenship whose first law is the duty to serve, and not in war\nalone but continuously and with devotion and sacrifice through times of\npeace. This I should call the highest culture possible in a republictranscending in importance the noblest achievements of science or art or\n\nliterature; the culture of the civic sense, an appreciation of the meaning of\nliberty, of justice under law, of the importance of confiding power to the\nfit and only to the fit, to the end that this America may stand forever as\nan example and an inspiration to all the nations.\n\n“ STEADY AS SHE GOES”—ABSTRACT\nALBERT J. BEVERIDGE, INDIANAPOLIS , INDIANA\n\nThe most important single event in the development of orderly freedom\nwas the founding of the American Nation; and the question of our times is\nwhether American institutions will endure.\n\nThe answer depends upon American teachers more than upon any\nother one force or influence. So the study and discussion of the fundamentals of American government is of vital interest to those who sow the\n\nseed for future public opinion.\nThe American system was devised by the ablest group of men who ever\nappeared at the same time in the same country, throughout the history\nof the world. Those men gave their whole thought and energy to the\nsubject of a practical government for a free people.\nIn different ages and in particular parts of the earth the human\nintellect has, in various spheres, reached excellences not afterward surpassed. The strong minds and bold characters of each period and place\nwere attracted to the especial phase of creative effort then dominant. Our\nown era is that of science and business ; and our most forceful characters\n\nand productive intellects seek those fields as if impelled by a law of nature.\nIn the same way the same quality of men did the same kind of work\nin the realm of government here in America for several decades after our\nindependence was achieved.\n\nMasterpieces-So just as former times produced masterpieces in literature, philosophy, and art, just as our own period is producing masterpieces\n\n"}
{"page": 107, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n82\n\nin science and commercial organization, so the architects of the American\nplan of self-disciplined liberty produced a masterpiece of free government.\nIf we could imagine the most constructive minds of past ages and the\nforemost intellects of our day, all collaborating on the subject of government and with no thought of anything else, we would have a fair idea of\nthe kind of men who originated the American Constitution and American\ninstitutions and the kind of work they did.\nSo it is plain that no radical changes ought to be made in the creation of\nthese masters by those whose aptitudes are along different lines, unless\nthose alterations are obvious and undeniable improvements on the original.\n\nOf course if any part of our fundamental law or any one of our basic\ninstitutions is now obsolete we ought to get rid of it and replace it with\nsomething better. Nothing human is perfect; nothing human is sacrosanct.\nBut any device which has worked well and still works well ought not be\nabandoned until something is contrived which is proved to be superior and\nplainly is superior.\nUltimate Majorities, Not Temporary Majorities-The vital and vitalizing idea of the American system is that the final judgment of the people\nis sound and must prevail, while impulsive first opinion is untrustworthy\nand must be held in check. The ruling thought of American institutions\nis the wisdom and righteousness of the \"sober second thought\" of the\ncountry. Ultimate majorities, not temporary majorities, is the master\nnote of the American theory.\n\nThe designers of the American plan had such a deep and keen distrust\nof temporary majorities, that they provided against majorities at all in\nmany cases-so many, indeed, that the so-called \"majority principle\" does\nnot permeate American institutions.\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\nAnd where the majority is allowed to prevail, care is taken that it shall\nbe the ultimate majority, rather than a temporary majority. Care is taken\nthat the Nation shall have time to form a mature opinion and not be injured\nby sudden passing storms of emotion.\n\nProposed Changes-Throughout our short history many proposals have\nbeen advanced to change our Constitution and institutions, and every one\nof those changes was designed to give immediate power to the majority\nof the moment. Every one of those changes was aimed at those checks\nand balances which assure the supremacy of the settled conclusions of the\n\npeople over their fleeting impulses. And all such proposed changes were\nrejected by the final judgment of the public.\n\nSo, today, several alterations of our form and methods of government\nare proposed.\n\nThree of these schemes are radical changes in American\n\nfundamentals .\n\nNot one of these changes is new. Each of them is the recrudescence of\n\na proposal often made in former generations. Each of them is inspired by\nimpatience. Each of them is the offspring of the spirits of hurry and haste.\n\n"}
{"page": 108, "printed_page": null, "text": "GENERAL SESSIONS\n\n83\n\nEach of them would substitute the tyranny of temporary majorities for the\nequitable rule of ultimate majorities. Each of them is frankly destructive\nof an institution which is distinctively and peculiarly American, and each\nof them proposes to adopt an European institution in is place.\n\nAttacks in Same Class-All three of these proposed changes belong to\nthe same class, the same family, the same species. All three are sponsored\nby able and honest men today, just as was the case when they were offered\n\nin days gone by. One proposal is that we should alter our Constitution so\nthat a temporary majority of the Senate can ratify a treaty ; another proposal\nis that we should alter our Constitution so that a temporary majority of\nCongress can reverse constitutional decisions of the Supreme Court; a third\nproposal is that we should alter a basic rule of the Senate so that a temporary majority can stop discussion and pass any measure it pleases whenever itpleases,\n\nOf these three proposals the most radical is that of majority cloture in\nthe Senate. In practical results it would, if adopted, be worse than the\nother two combined-far more dangerous than the ancient project to denature the Supreme Court. The dangers, if any there be, of the changes in\nour Constitution respecting treaties and the Supreme Court are remote\nbecause each requires an amendment to our fundamental law. That\nprocess takes years, even if it ever could be set in motion, which is unlikely\nas a practical matter.\n\nBut the rules of the Senate can be changed in a single session-indeed\nthe war cloture, which now governs the Senate, was adopted in little more\nthan a day. So, if there be perils in majority cloture in the Senate, those\n\nperils are as tangible and near at hand as the dangers of the constitutional\namendment about treaties and the Supreme Court are vague and far away.\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\nSenate Majority Cloture-The attack upon the basic rule of the Senate\nis an assault-though unintentional, of course-upon the theory and nature\nof American institutions. Of those checks and balances of our system\nwhich assure to the people safety from impulsive and immature legislation,\nthe Senate is by far the most important. Why do we have a Senate at all ?\nWhy was the Senate created?\nThe American Senate was established to prevent hasty action. Its purpose was to check unworthy or questionable projects. It was designed to\nbe the refuge of the minority. The Senate of the United States was meant\nto be the deliberative body in the legislative department of our government-not merely a voting machine to register the fancies of a temporary\nmajority, not merely adebating chamber, but a deliberative council.\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\nWhen the whole matter is thought out, as the architects of our system\nthought it out when they produced that masterpiece of government called\nthe American Constitution, it will be found that their creation is the wisest\nplan of orderly freedom ever devised by the sagacity and prevision of man.\n\n"}
{"page": 109, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n84\n\nUntil some genius in government appears with greater wisdom, more\nknowledge and broader vision than they, let us maintain American institutions unimpaired-all American institutions, not merely some American\ninstitutions. Let us keep unshaken faith in the sober second thought of the\n\npeople, rather than depend upon first and fleeting popular impulses. Let\nus not abandon that rock of our safety and salvation, the ultimate majority,\nthe final judgment of the American Nation.\nWhen at sea the most reassuring command that ever comes from the\nbridge is \" Steady as she goes.\" Whether in storm or calm, those words\nmean that all is well and that the course of the ship is true. Be that our\ncomfort and our guide today. Amid the clamor of impatient passengers\nwho would remove essential parts of the engine, tear this plate of steel and\nthat beam of iron from the body of the vessel and alter its course into\ntroubled waters, let us heed the voice inspired by those who designed and\nbuilt our ship of state and charted for us the seas-the voice which gives\nto the crew again that ancient order of security and well-being, \"Steady as\nshe goes.\"\n\nTHE NATIONAL EDUCATION ASSOCIATION AS A\nFORMATIVE FORCE\nFRANCIS G. BLAIR, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nSPRINGFIELD, ILLINOIS\n\nThis National Education Association should be the National laboratory\nwhere every question relating to the organization, administration, and instruction of the public school system should be subjected to the acid test, reduced to its elements, recast and reshaped to meet the changing economic\nand social needs. It should be the open forum for the freest and frankest\ndiscussion of every phase of our wide-flung program of American education.\nThirty years ago I heard a series of lectures by a Hindoo doctor on the\ntheory of vibrations and concentration. According to this general theory\nthe physical universe about us is the result of vibrations. God's creative\nthought took the form of vibrations.\n\nThese were arrested at different\n\nrates. The lowest, crudest forms of matter represent vibrations made\nstatic at a very low rate of vibration. Man's thought represents the\nhighest rate. All the range between the loose earth and the vibrant mind\nof man represents in this philosophy different rates of vibration. Under\nthe name of concentration this Hindoo doctor brought forward the idea\n\nthat as God through his thought created the objective world, He could by\nrethinking change any of its forms, and as man's mind was just a little\nlower than that of the creative mind, he could through the power of concentration change the forms of matter.\n\nShe cited a number of instances\n\nwhere Hindoo doctors, highly trained in the power of concentration, had\nbeen able to change a baser metal like silver into a finer metal like gold.\n\n"}
{"page": 110, "printed_page": null, "text": "GENERAL SESSIONS\n\n85\n\nAs these lectures were given about the time that the \"Great Commoner\"\n\nwas trying by legislative enactment in America to raise sixteen dollars in\nsilver to the value of one dollar in gold, this particular point had a peculiar\ninterest.\n\nWhatever may be our reaction to this Hindoo philosophy, we are pretty\ngenerally agreed that the earth was once in a nebulous, gaseous condition ;\nthat through eons of time, by cooling and condensation, a crust was formed.\nThen began the great cosmic battle between the forces of stratification and\neruption. That battle is on today. The great interior forces of the earth\nare overlaid by the weight of stratified rock and earth. On or above this\n\nstratifying crust rest the seas and the atmosphere. The eruptive forces\nfrom within and the forces of wind and water from above are constantly\nat work, wearing, changing, breaking down the stratification and reshaping\ninto new forms, most of the time gently, but occasionally with great\nviolence.\n\nThis same sort of a conflict between the stratifying and reshaping forces\nis on in every human institution. Governments evolved through a great\nburst of patriotic emotion and idealisms soon stratify in forms of constitutions and laws and customs. Quietly and gently through education and\ndue processes of law, slight modifications are made. But sometimes the\neruptive force of a revolution is required to break up and recast these\nstratifying elements into new forms. Is not the same thing true of all\nreligions ? Certainly no one can doubt that these contending forces are\nat work in all systems of education.\nOur educational forefathers, with wonderful foresight, with exceptional\nconstructive imagination, conceived and launched our system of public education. In its very nature education is a process of rethinking all experience of the past and reshaping it to meet present and future needs. It\nshould always be a process of becoming. Of necessity in the several States\nthe school systems were initiated through constitutional and statutory provisions. School boards were given the power to make rules and regulations. The conservatism of the human mind, the weight of tradition, the\nhand of the dead past, all joined to repress, overlay and confine the free,\nactive thought and spirit of education. All progress is conditioned upon\nthose forces which resist this stratifying tendency, which tend to break\nup and reform and reshape these constitutions and laws and rules insofar\n\nas they are found to encrust and obstruct the free development of our State\nsystems of public instruction.\n\nOne of the functions of this National Education Association is to give\nvent to these eruptive, reconstructive forces. Here we bring the combined, concentrated thought of the leaders of American education to bear\nupon these lower lifeless forms to raise them to higher and more effective\nmedia for educational expression, to break up the stratification into the\noriginal plastic elements; in brief, to reduce the educational earth and\nrocks back to the nebulous and gaseous condition. Some of the enemies\nof this Association who are disposed to think that it is too nebulous and\n\n"}
{"page": 111, "printed_page": null, "text": "86\n\nNATIONAL EDUCATION ASSOCIATION\n\ntoo gaseous, misunderstand its main purpose. Here the systems of public\n\neducation are in the puddling pot. Here they are in the state of flux and\nflow. Out in the districts where something must be done every hour in\nthe day, respect for tradition, for the past, for established rule and method\nmust obtain. Here we can give ourselves over to the wreckless pastime\nof educational gods tearing down and rebuilding the educational worlds.\nThis stratifying tendency is seen clearly in the subjects of instruction.\nHow often through the ages has the human mind allowed itself to be encrusted and overlaid by the strata of conventional forms of subject matter\n\nand programs of study ? How valiantly, though often unsuccessfully, the\neruptive, transforming forces have struggled to shake from the living body\nof education this dead body of meaningless form ? Here in this Association, through committee work and department investigation, through\ndebate and discussion, curriculums, courses of study, subjects of instruction,\nare under constant review and analysis, are constantly being reshaped and\nrecast to meet the changing social and economic demands. In addition\nto the statifying influence of fixing by law the specific subjects which shall\nbe taught, we are now faced with a more dangerous proposal to prohibit\nby law the teaching of certain subjects; a proposal which may close the\ndoor to free and open investigation of the truth and padlock that door\n\nwith a statute. This Association must resist with all its power this attempt to put an iron band around the growing tree of education.\nIn the life of every teacher there must be a constant struggle against\nthese forces of stratification.\n\nI am one who believes that there is much\n\nof value in the past. I believe that every good idea, every good emotion,\nevery worth while thought of the past is just as living and vital today as it\nwas at the time it was felt or conceived, unless that idea has become encrusted or overlaid by some sort of stratification which robs it of its life\n\nand vitality.\n\nThis eruptive, reconstructive process within the individual,\nIt certainly\nis not an avowal of a loss of faith in what has gone before. It is simply\nthe struggle of the human soul to have life and that more abundantly.\nEvery teacher within her classroom, in her community, with her daily\nround of duty, is constantly in danger of lowering the rate of her professional vibration and suffering stratification and consequent limitation of\npower and progress. Every influence that helps the teacher to keep her\nwindows open towards the stars, to keep her ideas and ideals in the process\n\nwithin the institution, is not a mere protest against the past.\n\nof becoming, helps to create and maintain a living, growing, educational opportunity for the youth of the Republic.\n\nThis Association, whose mem-\n\nbership represents teachers, research workers, thinkers, philosophers in\nevery field and walk of public education, furnishes the greatest of all\nworkshops for reshaping, remolding all of the matter and forces in the\neducational systems\ntems of America.\nAs one who has been engaged as a teacher and an administrator in public\neducation for over forty years, and who has been a member of this Associa\n\n"}
{"page": 112, "printed_page": null, "text": "GENERAL SESSIONS\n\n87\n\ntion for a third of a century, I want to pay my respect to the young men\nand women who are constantly infusing new life blood into the veins of\n\npublic education, who by constantly aligning themselves with this great\nAssociation help to keep off the chill of old age and break up the encrustation of conservatism which tends to come to every institution. My congratulations to the young men and women who are unafraid, to those who\nsee no lions in the way that cannot be overcome. In your successful\nefforts to reshape and recast the systems of public education, the courses\nof study, the ideals and methods of instruction in this Republic, you are\nthe real builders of the commonwealth. This is the Olympus on which\nyou as modern Vulcans are to forge and shape the instruments of a newer\nand a better educational system.\nIn conclusion, may I ask of all you younger members of this Association\nthat you here highly resolve that this Association itself shall not become\nsubject to these encrusting, stratifying influences. In its history it has\nnot been entirely free from such tendencies. In so far as the establishment\nof a permanent home for this Association at Washington creates a better\n\nmeans for keeping the Association unfettered and untrammeled, it is to be\ncommended. Insofar as the employment of permanent officers who have\na continuing, abiding influence on the programs and the policies of this\nAssociation tend to keep the educational waters stirred, tend to keep it\nfree from restraining influences, such a policy of employment should be\n\ncontinued. But we should be ever on our guard against that human\ntendency towards stratification into bureaus and commissions and groups\nwhich seek to perpetuate their ideas and their plans, whether such ideas\nand plans meet with the changing thought of the Association or not.\n\nLet\n\nus keep it an open forum where all matters are considered and settled in\nthe open. Let us keep its door of opportunity open for all. Let us do\nall to preserve and strengthen this Association as a living, dynamic force\nfor reshaping, remolding American education to meet the expanding needs\nof the expanding Republic.\n\nTHE REPRESENTATIVE ASSEMBLY -A GUARANTOR\nHENRY LESTER SMITH, DEAN, SCHOOL OF EDUCATION, INDIANA UNIVERSITY, BLOOMINGTON, INDIANA\n\nFrom all parts of the United States we have congregated here and by\nso doing have presumably concentrated the best of an accumulation of professional ideals and standards, variously developed in the several sections\nof the country that we are privileged to represent. It is our purpose to\n\nextract from this variety of development and presentation a unity of interpretation that will serve as a basis for a common forward step educa-\n\ntionally all over our country during the next school year. If we indi\n\n"}
{"page": 113, "printed_page": null, "text": "88\n\nNATIONAL Education ASSOCIATION\n\nvidually constitute adequate channels through which the best educational\nachievement and aspiration inherent in our local communities is delivered\nbefore this body, and if we collectively are so organized as a legislative\nassembly as to insure deliberate, intelligent, and sympathetic reception, interpretation, and appreciation of the same, we shall contribute materially to\nrapid, sane educational progress in our land. If we fail as individuals to\ncarry here a true interpretation of our educational constituency, or if we\nfail as an organized group to receive, consider adequately, and make constructive adaptations of the various local ideals and achievements, or if we\nshould fail as individuals to carry back to our communities the embodiment\n\nof our common legislative contemplations, we fall short not only of our\nopportunity, but we fall short also in the performance of plain duty.\n\nThis very assembly came into existence through an effort of the National\nEducation Association to preserve more surely its high purpose and at the\nsame time to avoid any material break in the machine that had been previously created to serve this purpose. Modification and adjustment gave\nus this body as a promise that our original purpose might not be thwarted,\nmight not even be permitted to endure a stinted growth. We, therefore,\nconstitute a new creation intended to insure the opening up of paths to\nevery educational conception, whatever its origin, whoever might be its\nsponsor. To us should be encouraged to flow every constructive educational thought; within our body should be insured deliberate consideration of each of these contributions, and from our body should go out a\nresulting improved educational program accompanied by some suggestions\nas to organization and administration that will insure its adequate trial\nin operation. New educational life is continuously appearing. This new\nlife must have adequate embodiment.\n\nIt is the flow of new life that\n\npushes on into the development of the future. May this organization that\nwe constitute lay hold of the new educational life as it appears and hold it\nfirmly and preserve it faithfully and develop it adequately. With the\ncoming of this new life there come of course new strains upon the organization within which the new life appears . The more perfectly our organization adapts itself to this task the more nearly will it enter upon the\ngreat age of its existence. The ideal purpose of our organization is to\nguarantee not one peak of adequate adaptability nor even an intermittent\nseries of these peaks, but a continuous golden age of achievement. To do\nthis we must be sensitive to every humble cry of dissatisfaction or inspiration, yet firm enough to give stability to the building whose erection we\nare supervising. In our law-making body we desire to embrace all factions.\nWe must use \"brakes\" from time to time, but let us be careful not to put\nthem on with too sudden a tightness and may they never be put on in the\nwrong place. Factional and selfish striving can break binding ties and\n\nlead to distintegration either through inactive indifference or through open\nrebellion. An effective organization may therefore become an empty\n\n"}
{"page": 114, "printed_page": null, "text": "GENERAL SESSIONS\n\nshell.\n\n89\n\nIn such case the vital element will have to leave it and take up its\n\nabode elsewhere. With foresight directing the stretching under stress\nand strain the resistance can be prevented from snapping off the trunk from\nthe life-giving roots. Live things can give, the dead cannot.\n\nAn organization that curbs too much the appearance of new life loses\nfreshness and new point of view and vigor of execution. But the organization that lets its youth run wild runs the risk of destroying itself in a single\n\ngeneration. It is a task demanding the exercise of thoughtful judgment\nto preserve the caution of age and of tradition and of organization and at\nthe same time to preserve in an operative form the spirit of initiative and of\ninnovation that characterizes the new.\n\nWe have come here with individual ideas, with group ideas which we\nrepresent. We are fitted into this organization when we come. This\nvery fitting may constitute a restriction on the line of efficiency. Furthermore, individual selfishness and even tenaciously blind group grip on this\norganization could stifle the growth of what we are here for to nurture\n\ngroup thinking, appreciation, and activity toward a goal at once individual\nand social .\n\nMan was not made for the Sabbath but the Sabbath was\n\nmade for man. When man cannot meet the standards set by institutions\nthen the institutions should set standards that can be met by man. Intelligent flexibility constitutes the keynote to organizational perpetuity. Self\n\npreservation and perpetuation depends upon a vital, clearly perceived purpose, and a vigorous, unerring fulfillment of that purpose. Our high\npurpose during the sessions of this representative assembly is to insure that\nit shall function in the most effective way. Even though the past winter\nof work may have clouded our vision of some of the signs of life, may the\npresent return of this meeting time call forth the budding leaves of desire,\npromise, hope, realization. May the fruit of this week's deliberations be\nsoundness of policy, logic of organization and administration, and wholesomeness of morale.\n\nIn conclusion, may I again say, \"Fresh from the frontiers of our profession, we have assembled here from all sections of the United States as a\ndeliberative body for legislative purposes. We bring with us the ideals ,\nthe practices, and the hopes of these sections and with these ideals, practices\nand hopes, we are newly harnessed for the work of theorizing in the light\nof practice with a view to harmonizing the ideal with the practical and\nconsequently of always recognizing these two as phases of the same thingtherefore, as one.\n\n\"In the midst of this high function it is for us to realize that the wrong\norganization, leadership, fellowship will result in confusion, chaos, and loss ,\nbut that the right kind of organization, leadership, and fellowship will\n\ncement these growing conceptions, these improving practices, and these\nspringing hopes. Poor leadership here may jeopardize the good that has\nbeen thought of, practiced, hoped for. The right action here will con\n\n"}
{"page": 115, "printed_page": null, "text": "90\n\nNATIONAL EDUCATION ASSOCIATION\n\nserve the best of all of these and lay the foundation for still better ideals,\nstill healthier practices, and still more wholesome hopes.\n\"We come here individually as representatives and therefore we are\nbound to be spokesmen for those whom we represent, but we also come as\nfreed men and women entrusted with that highest trust the exercise of\nour own individual judgment molded out of a keen desire to represent\nthe best within our communities and within ourselves as a body we are\nhere representing our great Nation. If in these capacities we hold tenaciously to our privileges, to our responsibility and to our ideal, we shall\ndo our part to make and to keep the Representative Assembly of the\nNational Education Association the guarantor that in the older age of its\n\nexistence there shall appear renewed youth through the fulfilled promises of\nthe early purposes and foresight that brought the organization into being.\"\n\nOUR CONSTITUENTS\nOLIVIA POUND, ASSISTANT PRINCIPAL, HIGH SCHOOL, LINCOLN , NEBRASKA\n\nEach member of this assembly represents a group of about one hundred\nteachers. We seem a goodly number, but multiply this body by one hundred and we begin to realize how impressive an organization the National\nEducation Association has become.\n\nOur constituents are to be found in\n\nevery part of the country and in every type of school. It is the task of this\nassembly not only to represent them in transacting the business of our Association, but also to carry back to them something of its spirit. Our constituents will care less for reports of the addresses given before this Asso-\n\nciation (for these will be reported by the daily press and in the Journal of\nthe National Education Association ) than to learn of the activities, the\ninfluence, and the possibilities of our organization.\nI propose to mention a few of the interests of the National Education\nAssociation which, it seems to me, should be better appreciated by our\nconstituents. There are first the reports of the various Committees and\nalso of the Division of Research of our Associaton. These are mines of\n\nvaluable information and should be more widely used. It has been the\ncustom of school teachers, if they wish information on any subject; to send\nout questionnaires. Formerly these questionnaires were an annual epidemic. Latterly they have become a plague. Our constituents should\nknow that they can save themselves much time and their fellows much\nwear and tear by consulting the Division of Research of the National Education Association.\n\nThe chances are that the information desired is al-\n\nready available. It would be a help if the Journal of the National Education Association would publish in each number a complete list of the\nbulletins and reports issued by this body which are now available.\nNext, our constituents do not altogether realize what power lies in our\n\n"}
{"page": 116, "printed_page": null, "text": "GENERAL SESSIONS\n\n91\n\norganization. There are many school conditions in the various States\nrepresented by us which we deprecate, but heretofore have felt powerless\nto change. Since the affiliation of State teachers' associations with the\nNational Education Association, much important school legislation has\nbeen secured. It would be interesting if a study could be made showing\na comparison of the school measures secured since the reorganization in\n1919, as compared with the decades preceding. What we teachers desire\nmost of all, if we only knew how to set about it, is to secure something like\nequal opportunities for all the children of the United States.\n\nAn eminent\n\nEnglishman has said that \"education is the religion of America.\" It surely\nis the religion of the average public school teacher. A more devoted body\nwould be hard to find. There are still, however, regions of our country in\nwhich the gospel of public education needs to be spread. The schooling\nof a child is sacred. He should no more be deprived of it than of life or\nfreedom. Although the Child Labor Amendment failed of passing, much\ncan be done to reduce the number of child workers by strengthening the\ncompulsory school laws. The teachers of the country through this organization are becoming powerful enough to secure much better school\nlaws if they but put forth the effort.\n\nLastly, our constituents should use this professional organization of ours\nto bring about wider intellectual tolerance. It is to our credit that since\nthe war the most vigorous efforts to make popular education more democratic have come from the public schools. Our organization deserves\nmuch of this credit; first, because it has recognized new values in secondary\neducation; and, secondly, because it has developed a feeling of unity among\n\nschool people. The struggle for intellectual freedom now going on comes\nlargely from the secondary schools. Public school teachers are neither\nso isolated nor so dependent as college professors. The latter were formerly the champions of academic freedom. Of late they have become\nmore and more subject to the domination of trustees or of politicians.\nEvidently it is the task of the public school teachers to see that popular\neducation is not fettered by the views of this or that group of the laity.\nThere should be such intellectual tolerance in America that all views which\n\nhave achieved recognition may be presented in our schools and the pupils\nbe allowed to make their own decisions concerning their value. It is\npossible for the teachers of this country to become a much greater force in\ncreating intellectual tolerance than they are now, once they realize fully\nthe power and the possibilities of this organization .\nIn 1786 Thomas Jefferson caused to be included in an enactment of the\nState of Virginia a provision that reads in part: \"All men shall be free\nto profess and by argument to maintain their opinions in matters of religion\nand the same shall in nowise diminish, enlarge, or affect their civil capacities.\" If such an enactment was possible in 1786, it should be possible\nin 1925 for us who are teachers to see that our rights are not curtailed.\n\n"}
{"page": 117, "printed_page": null, "text": "92\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe have here the numbers and the machinery for making our profession\nfelt in the decisions of the country. It should be for the best minds of our\nprofession to determine what materials shall be included in our histories\nand in our books of science. It should not be a matter for legislation.\nThe nineteenth century saw the end of the idea that one person might hold\nanother in slavery. The twentieth century should see the end of all attempts on the part of one group of citizens to compel the intellectual subserviency of another.\n\n"}
{"page": 118, "printed_page": null, "text": "93\n\nGENERAL SESSIONS\n\nTEACHER PARTICIPATION IN THE DETERMINATION OF\nPOLICIES FROM THE VIEWPOINT OF THE\nCLASSROOM TEACHER\nANNA LOCKWOOD PETERSON, TEACHER, CINCINNATI, OHIO\n\nThe World War did more than one curious thing. Among other things\nit took educational leadership out of the hands of those who had come to\nbelieve that it was theirs by right of inheritance. We all know that the\ntragedy of Germany was the downfall of her educational system. But did\nother nations fare better in that awful conflict?\n\nGreat Britain, France, Belgium, Italy, and other nations also have suffered an appalling lowering of their educational level. The generation on\nwhich these nations must depend for their educational advancement is\nweakened by the ravages of war. Nations which never led in a cultural\nway-which had been accustomed to look to Germany for educational\npatterns-have nowhere to turn.\n\nAnd so we ask this question, Shall America miss this glorious opportunity to lead the world in education and opportunity to shape the minds of\nyouth? The chance may not come again. We must not let it slip by with\nno effort on our part to make it secure.\n\nIt is Emerson who warns us that \"We put too much faith in system, and\ntoo little in men.\" The best laws and rules governing school administration will achieve little unless the teacher herself loves her work, and is\nhappy in its performance. And she will not love it unless she is happy\nand contented; and unless she is thus content, the child, whose development is the aim and end of all our school work, cannot possibly be raised\nto the level of a citizen who will first improve our laws and then respect\nthem.\n\nHowever fine your school buildings may be, do not forget that it is your\nteachers, not your buildings, that make your schools.\n\nWith due respect\n\nto all modern reforms, we must win back to the profession of teaching\nthat distinction which was its pride when the teacher was in loco parentisclosest to the child, next to his parent.\nWhen the personal contact between teacher and child is removed, education becomes machine-like.\n\nWhen the barriers between teacher and\n\nchild are cut down the fine personal influence of the teacher becomes the\nmightiest force in education.\n\nIt goes without saying that when you raise the status of the teacher you\nare not merely benefiting the teacher class, but you are directly benefiting\nthe child. You are putting in motion forces that make for truth and\njustice and civic righteousness.\nThe human element is always the strongest. Its influence is the most\n\nfar reaching. And this can be brought about in only one way. Executives and administrative boards must take teachers into their confidence.\nThey must permit the teachers greater initiative in their work .\n\n"}
{"page": 119, "printed_page": null, "text": "94\n\nNATIONAL EDUCATION ASSOCIATION\n\nA plumber knows most about plumbing and plumbers, a lawyer knows\nmost about the law and lawyers, and a teacher certainly knows most\nabout teaching and teachers. To hold otherwise is to enslave the greatest\npower for America's future advancement.\nBut the educational world does move. Everywhere teachers are work-\n\ning through their organizations to educate the public, to prove that the\nteacher should have her due and proper right to take part in school affairs.\nNo longer than ten years ago it was an unheard-of thing to ask the\nclassroom teacher to speak in a general session of the National Education\nAssociation, such as this. We came, we sat, and we were conquered. We\n\nsponged up all sorts of pedagogic wisdom handed down to us by able administrators who liked to talk; and, we must admit, they talked well. Today we are not merely listeners, we are speaking for ourselves. We are\ndoing our part to make American democracy safe for the world.\nBut do not mistake nor distrust our motives. All this teacher activity\nis a hopeful sign of the times, since it is a sound psychological principle that\nall impulses to good must find expression, for such impulses if inhibited\nhave destructive reaction.\n\nThe day is long past when the only college graduate in a community\nwas the superintendent of schools, who was therefore given the honorary\n\ntitle of \"professor\" by all the townspeople. The able administrator has\nnothing to fear from his able teachers. On the contrary, he welcomes\ntheir helpful suggestion and advice. He knows that the teacher's knowledge and the teacher's point of view are essential to progress .\nWebster thus defines the word policy: The art or method of government,\nthe management of public affairs, a system of regulative measures. Teachers have no desire to \"run things,\" but merely to share in the formation\nof the rules of the game. And why not? When even in industry corporations like the Procter & Gamble Company or General Motors elect representative employees to their directorates and allow them also to share in\nthe profits of their own labor.\n\nBy all means let us have teacher councils not superimposed, handed\nreadymade to the teachers as a \"take-it-or-leave-it\" proposition, but developed by the teachers themselves, who are desirous of rendering a real service\nto the schools.\n\nNot all school superintendents are as progressive as our honored president, Mr. Newlon, who has found that the Denver teachers render most\neffective service in textbook revision and curriculum making. \"The principal's job,\" says Mr. Newlon, \"is peculiarly a social one; but no one is\nqualified for a principalship who has not demonstrated his ability as a\nsuperior teacher.\"\n\nThese are wise words. The number of principals and superintendents\nwho are taking professional training in teachers' colleges is constantly increasing. The principal cannot afford to let it be said that his training is\ninferior to that of his teachers. He also wishes to grow in service that\n\n"}
{"page": 120, "printed_page": null, "text": "GENERAL SESSIONS\n\n95\n\nhemaywork not as master of his teachers, but as their associate. If teachers die an early professional death it is because the principal and the superintendent fail to keep them alive. Growth of teachers and executives in\nservice is a matter of coöperation and exchange.\nToo often we have heard excellent teachers say : \"No one comes to see\n\nwhat I am doing, nor why and how I am doing it. We might all die or\nleave the service and no one would miss us.\n\nThe board of education\n\ndoubtless would rejoice in our departure, since it would give them the\nopportunity to keep down the budget by electing younger and inexperienced\nteachers at bargain rates.\"\n\nThis of course is a distorted view, but nevertheless significant of the\nprofound discouragement which pervades many of our city school systems.\nAnd discouragement is a blight upon good teaching. Principals should be\nmore than mere office managers. Too many of them, especially in our large\ncities, have no direct contact with the classroom, no first-hand knowledge\nof the teachers' work.\n\nAbout a year ago a questionnaire was sent out by the National League\nof Teachers' Associations to seventy of the leading cities in the United\nStates asking certain pertinent questions along this line. Fifty-three administrators replied. The frank answers showed that superintendents are\nthinking about this matter of teacher participation, if they are not actually\ndoing the thing.\n\nIn fifty-six systems, twenty-eight did not have a regularly organized committee or council upon whom they might call for help or advice. This is\na poor showing in view of the fact that for ten years teachers have offered\ntheir assistance in some form, usually through councils, to their superintendents. Where councils have failed it is because they have been\nmade by superintendents and boards of education only. Out of thirty-two,\nnine were originated by the administration, seven by teachers, and sixteen\nby both. Councils, or central committees, when formed by coöperative\neffort of teachers and administrators, have usually succeeded.\nAgain, the duties of these councils are often vaguely defined, and so they\ndie from want of exercise.\n\nThe duties of central committees are listed\n\nall the way from \"not defined,\" \"a social hour,\" \"advisory only,\" \"profes-\n\nsional improvement,\" to such duties as \"aid in formulating educational\npolicies,\" \" enlargement of building programs, \" and \"installing of special\nequipment.\"\n\nNow, if these groups are to act with wisdom on matters of real educational policy, they must be given opportunity to present their ideas and to\nhear presentation of other plans by those in authority.\nOne question asked was this : \"Are teachers members of standing committees of the board of education when these committees deal with problems directly affecting teachers?\" (This of course implies members without voting power.) Out of fifty-two replies only ten answered \"yes\"\nto this question. To the question : \"Have teachers ever been called in to\n\n"}
{"page": 121, "printed_page": null, "text": "96\n\nNATIONAL EDUCATION ASSOCIATION\n\nsit on special board committees ?\" the answers are encouraging. Out of\nfifty-four, twenty reply \"yes,\" twenty-four \"no.\" Ten reply as follows :\n\"Once in the last several years.\"\n\"Only to advise, etc.\"\nThis seems to us most encouraging, since fifty per cent of the schools\nlisted used at least a part of the initiative of the teachers.\nIt has been customary for a number of years in many cities of the first\nclass to offer no schedule which was not written by both teacher and administrator.\n\nWork on courses of study has been carried on jointly in many cities,\nbut the most progressive step was taken in Milwaukee where the Board of\nEducation asked the teaching group to elect two classroom teachers to\n\nstudy the platoon school in other cities at the expense of the Board of\nEducation.\n\nIt is gradually becoming a recognized form that rules under which\nteachers must serve are written or revised by teachers and administrator\n\ncoöperatively. Since rules incorporate such important factors as qualifications for teaching, basis for dismissal, sick leave, length of the school day,\nit devolves upon administrator and teachers to work together. San Francisco, Seattle, Spokane, New Orleans, Milwaukee, New York, Atlanta,\nand Evanston, Illinois, have recently revised the rules under which teachers\nwork with the direct help of the teachers. \"Work on the course of study\"\nis most often given as the means for using the teachers. In only a few\n\ncases are \" textbooks\" mentioned, yet this is vastly important. Until\nteachers know and until they express themselves as to what should go into\na textbook, there is not much use in spending time on a course of study.\nHere is a great field for teacher participation.\nA teacher present at all board meetings, responsible to the central committee, which in turn should be responsible to the organizations represented,\nmight do much to remove misunderstanding. And yet, out of fifty-five\nanswers, forty report \"no\" to the question about a teacher representative.\nThe suggestion about a teacher member on the board of education was\n\nnot met with enthusiasm. In some States there is a law forbidding it\nSome of the objections offered were; \"politics,\" \"class consciousness\" (how\nthey do love that phrase) ; \"bias\" ; \"working against the taxpayer\" ; \"seeing\nthings from only one viewpoint\" ; \"danger of putting a gag on the board\" ;\n\"if she teaches well, she uses up all her strength\" ; \"her place is in the\nschoolroom. \" This apparently is too radical a departure from long-established precedent, for the replies were emphatically opposed.\nOne question provoked valuable replies : \"What are the possibilities for\nteacher participation ?\" A very few answered, \"None, if it depended on\n\nmy vote\" ; \"Not any, if I had my say\" ; \"Haven't seen any.\" The great\nmajority, however, answered at length. All answers included suggestions\nas to salaries, governing rules, courses of study, and textbooks. Many\n\n"}
{"page": 122, "printed_page": null, "text": "GENERAL SESSIONS\n\n97\n\nwent so far as to say \"buildings,\" \"equipment,\" \"junior high extension,\"\n\"all questions involving radical changes,\" \"vocational work,\" \"board\n\naction should be influenced by teachers' suggestions,\" \"illimitable opportunity for such participation,\" \"powers of the teacher haven't been touched,\"\n\"possibilities great,\" \"mainly in the field of instruction,\" etc.\nWe repeat, the educational world does move, if you push it. It has\nmoved a long, long way in the last five years.\nIt is evident that teachers can be of real service through a central group\nof some sort. It has been proved many times that those activities with\nwhich teachers themselves deal are carried out most effectively and\nharmoniously.\n\nThere is no better way for teachers to participate in the determination\nof policies than that they be asked to help make the rules and regulations\nunder which they work. There is no better way than that they be asked\nto build up school organization and school policies and then coöperate just\nas actively to carry them out as they did to build them up.\nWe have here a highly trained, increasingly efficient professional group.\nLet us make use of them.\n\nConservation has been the order of the day,\n\nespecially since the Great War. Yet we have made little or no effort to\nconserve the teacher power of the Nation. And it must be conserved or\nthe American public schools will perish. The teacher is in imminent\ndanger of becoming a mere cog in a system, grown more and more machinelike each year.\n\nNo teacher of today who confines her interest in education to the narrow\nlimits of her schoolroom is fulfilling her obligation to her chosen profession.\nThe responsibility for the success of American democracy today rests\nupon the shoulders of every individual citizen; no less does the conduct\nof the public schools rest upon the shoulders of a wise administration and\nupon the shoulders of every individual teacher as well.\nThe teacher's first duty is to lend active support to teacher organizations, local, State, and National. If she withholds her support it must\nbe from lack of understanding of all that these organizations have done\nand are doing for her. Whether she realizes it or not every teacher is\ntoday working under certain advantages which these organizations have\nsecured for her through the splendid, untiring efforts of devoted leaders.\nAgain, the teacher must come out of the schoolroom the moment that\nshe realizes that professional standards are too low. They are too low\nnot only for the purpose of uniform excellence in the performance of\nclassroom duties and for the purpose of establishing a uniform economic\nstatus the country over ; but also for the purpose of bringing a truly fine\ncontribution, based upon high professional training, into our field of larger\nparticipation in the upbuilding of our great American public schools. Our\nduty to our profession obligates us to come out of the schoolroom .\n\nWe\n\nmust make careful study of the problems which confront the American\npeople, and when once we are convinced of the justice of our course, we\n\n"}
{"page": 123, "printed_page": null, "text": "98\n\nNATIONAL EDUCATION ASSOCIATION\n\nshould not hesitate to make our convictions felt. Teachers should be\n\nmolders of public opinion. Let us remember that we are citizens before\nwe are teachers, and that citizenship can best be taught by good citizens.\n\nAgain, this is the day of educational research, upon the findings of\nwhich the educational policies of the future will be based. If these findings are to be truly valuable they must not be the result of research made\nby any single group; they must be the combined results of research made\nby all groups working both individually and together.\nAs teachers, close to the child life of the Nation, we must come out of\nthe schoolroom for the purpose of helping in any investigation which will\nlead to justified retrenchments and to forestall any movement intended to\nblind the public to the best interests of the institution we serve.\nWe must improve every opportunity offered us by generous-minded\nadministrators for expressing constructive opinions. We must cease to\nspend our ideas where they cannot be heard ; we must attack our problems\nconstructively, and demand a chance to share in the great educational\ntasks that lie ahead. As teachers we can, if we will, make our contribution so well worth while that there will be no question of its acceptance.\nWe believed that we had a right to a larger participation in the formation\nof educational policies; we have struggled to obtain this right; we have\ndemonstrated our ability to participate, and now the opportunity is ours.\nWe must not forget that rights imply obligations. The right to do once\nobtained should, in all fairness, be followed by the doing.\n\nTEACHER PARTICIPATION IN THE DETERMINATION OF\nSCHOOL POLICIES FROM THE VIEWPOINT\nOF THE CLASSROOM TEACHER\nCORNELIA S. ADAIR, TEACHER, RICHMOND, VIRGINIA\n\nEver since schools have been in operation, classroom teachers have had a\nshare in the formulation and execution of administrative policies. Up to\nthe time of the introduction of modern wholesale educational methods\n\nthe teacher was the school. Even our most vivid flights of imagination\ncannot picture us a schoolmaster or dame of the Revolutionary period who\nwas not master of all he surveyed. In those days the profession of teaching was held in the highest esteem. The teacher was the best educated\nperson in the community; he not only ruled his school but his advice was\nsought and taken by the entire neighborhood. How, then, did the teacher\nlose his high position in the community, and why is it that we now talk\nabout the subject of teacher coöperation in administration as if that fact\nadmitted of doubt?\n\nWith the introduction of the democratic ideal that every child has a\nright to an education and with the rapid increase in school enrolment, it\nbecame necessary to lower the educational qualifications of teachers and\n\n"}
{"page": 124, "printed_page": null, "text": "GENERAL SESSIONS\n\nto standardize the methods of administration.\n\n99\n\nMuch of the work fell into\n\nthe hands of immature, untrained persons, which necessitated detailed plan-\n\nning by the heads of the system. Many capable leaders became fascinated\nwith the idea of \"every teacher in the same grade doing the same thing at\nthe same time all over the city.\" For a while standardization ran riot in\nour schools . Thus the teacher was removed from direct participation in\nthe administration in school policy, a procedure that was detrimental both\nto the schools and the teacher, but, in spite of the handicap of standardization, there have always been school systems that availed themselves formally or informally of the mature judgment of their experienced teachers.\nWith the necessary division of labor in our great urban systems the\nindividual began to feel himself a mere cog in the wheel. This led to\nvarious types of group organizations and finally to a species of class consciousness that threatened to be injurious to the entire fabric. This disaster\nhas been averted by the innate common sense of the American people-of\nwhich common sense the American teacher has his lawful share.\n\nHe knew\n\nthat he had a contribution to make to the schools in the way of methods,\ncourses of study, personnel, organization, etc., so, with the help of superintendents, supervisors, and principal, he set out to find a way.\nAccording to Dr. Lewis, of Flint, Michigan, the two main divisions of\n\npublic school administration are ( 1 ) materials and (2) personnel. Materials include buildings, supplies, money, etc. things of a physical character that make it possible for a teacher to work effectively. Personnel\nincludes all the employees from the superintendent through the janitors .\nOf the two, personnel, as the word implies, is the more important, for it is\nthe human equation. The securing and holding of competent classroom\nteachers is the crux of the problem of public school education in America.\nIt is, therefore, the outstanding personnel problem. How then can we\ncombat the unrest, reduce the turnover, and in other ways promote the\nbest interests of classroom teachers, and through the teacher uplift American children ? The speaker believes that the solution has been found in\nthe places where teachers, formally or informally, participate in building up\nthe six essentials of a good school system: Good will, good financial support, good leadership, good buildings, good supplies, and good teachers.\nIt is not my purpose to try to convince this audience that teachers are\ncapable of effecting these essentials. This statement is too obvious to be\ndiscussed. My effort shall be to point out some of the effects upon both\nteachers and schools of the work of teachers in this field.\n\nLike all public service institutions, our public schools are intensely susceptible to public opinion. It took the World War to open the eyes of\nthe American people to the fact that the public schools are the greatest\nagencies for propaganda in existence. What could be more helpful to the\nhead of a system than to have his entire force willing and able to interpret\nhis policies to each other and to his constituency? What could be a better\n\nway to secure that loyalty and interpretation than participation through\n\n"}
{"page": 125, "printed_page": null, "text": "100\n\nNATIONAL EDUCATION ASSOCIATION\n\ntheir representatives in its formulation? \"What is mine own, I will defend though the skies fall.\" Many a rural superintendent has found to his\nregret that not only were some of his teachers unable to explain his school\npolicy, but were, through ignorance, actively opposing it. Often are we\nreminded of the old story of the \"Bundle of Sticks.\"\nWewill not consider the effect of teacher participation in administration\n\nupon the teacher himself. We read that teachers' councils are formed for\nsome or all of the following purposes: To raise the standard of the teaching profession; to encourage professional improvement ; to foster a spirit\n\nof good will and helpfulness among teachers, and a better understanding\nbetween teachers and officials ; and to democratize the school systems.\nThe following story is told of a certain college president in the Middle\nWest who was accused of being too autocratic in his methods. Upon being\n\napproached by a committee of the faculty on the subject he said, \"Gentlemen, I am willing to turn over my supervisory duties to a committee of the\nfaculty. Elect that committee, formulate your rules and I will present\nthem to the board of governors.\" History does not state what happened,\nbut I suspect coöperation. Certainly it is true that new responsibility\nbrings new dignity and there is no surer way of securing sympathy for the\ndifficulties of a situation than coöperation in the formulation of plans to\nmeet that situation. A recent Detroit Bulletin describes one of the plans\nfor teacher coöperation in that city.\nDetroit has a large and growing force of keen, well trained, and experienced teachers. Many of these teachers were making valuable contributions to classroom organization and management and to the technique of\nteaching, but because of the very size of the system, many ideas, useful\nto the city as a whole, were lost. The teachers, in conjunction with the\nsupervisors, have worked out the following plan for systematically collecting and conserving for the entire group the best of these ideas. Suitable\nrecognition is provided for teachers who make contributions and the plan\nis open to every teacher.\n\nI. The part here outlined includes experiments and suggestions for the\nimprovement of instruction such as :\n\n(a) Variations in instructional records and forms.\n(b) Changes in the course of study.\n(c) Suggestions for better classroom organization and management.\n(d) Improved methods of teaching.\n(e) Experimental investigations.\n(f) Child welfare.\n\nII. Teachers who have such suggestions and modifications to make, must\nstate in not more than three hundred words :\n\n(a) Exactly what the experimental piece of work or suggestion is.\n(b) When the work was started, and when it will end.\n(c) Why the results are especially worth while.\n\n(d) How the results might be used throughout the school system.\n\n"}
{"page": 126, "printed_page": null, "text": "GENERAL SESSIONS\n\n101\n\nThis statement must be accompanied by such printed and mimeographed\nmaterials and data as are available, and the project must have the approval\nof the principal of the school.\n\nIII . As soon as the department of supervision is notified that an experiment is being conducted, the teacher is visited by that particular supervisor,\nwho discusses with him the work in progress and gives all possible assistance.\nIV. Each piece of work is rated \"A,\" \"B,\" or \"C.\" An \"A\" contribution is an exceptional piece of work which can be put into immediate effect\nthroughout the schools, \"B\" needs further study and experimentation,\nwhile \"C\" receives honorable mention.\n\nV. Only original pieces of work will be accredited (new to the system) .\nVI. Each accepted piece of work is recorded upon the teacher's efficiency\ncard as evidence of professional leadership and ability.\nVII. When materials have been accepted for city-wide use, the contributing teacher may, if he so desires, present in person the materials\nto the district principal or principals.\nVIII. For those teachers who care to avail themselves of the opportu-\n\nnity, credit will be given by the Detroit Teachers College. Certain conferences and reading under the supervision of the college are required.\n\nIn a recent publication of the National League of Teachers' Associations\nwe find a group of articles on \"A Greater Teacher Participation in School\nAdministration\" by a teacher, a principal, a superintendent, a dean of\neducation, and a school-board member. In the article by Miss Winifred\nElyca, a teacher, we read as follows :\nTeacher participation in organization is one of the modern developments of the\n\nprofession and will go far toward clarifying for the teacher the aims and purposes of the classroom. Let a teacher help to plan a program for many grades\nand the relative importance of her own type of work is clear.\nSuch participation holds tremendous possibilities. For the teacher it means a\nbroadened vision of the profession and her place in it. It gives a glimpse of the\nreal problems that are occupying the attention of educators in general, and the\n\ngreat amount of effort that is being expended in their solution. It is the way by\nwhich she may actively build the profession. For the administrator it brings to the\nfront a score of details that affect the success of a plan, but which are not apparent\nto those out of the classroom. At the same time it brings to his assistance a\nwhich she may actively build the profession. For the administrator it brings to the\n\nwith a situation. By all means let both sides profit by such coöperation.\nSuccessful participation requires willingness on the part of the executive to seek\nand accept suggestions for their own value as well as for the sake of promoting a\ndemocracy; and on the part of the teachers concerned, the ability to see a situation\nthrough the eyes of the administration.\nBut more than this is required of the teacher. We have long been clinging to\nthe traditions of the past and they are good. We have always, with more or less\nvision, done our teaching with an eye on the ideals of the future-and that is\nbetter yet. But we sometimes overlook the demand of the generation that is\npresent. It is this demand that forces us to be practical. Some of the traditions\n\nof the past and the ideals of the future must be tempered by, and even give place\nto, present needs. Then let the teacher who would, and should, participate in\nadministration make himself cognizant with every phase of the educational prob-\n\nlem\n. Let him learn to profit by the experience of others . With a given situation\n\n"}
{"page": 127, "printed_page": null, "text": "102\n\nNATIONAL EDUCATION ASSOCIATION\n\nto meet let him find out what the best thought of the day has been able to contribute to its solution ; what other cities have done; what success has attended\n\ntheir efforts ; and how various plans may be adapted to local needs. Herein lies\nthe broadest kind of professional training-planning extensively and intensively\nat the same time. Let every teacher make himself worthy of the trust, for unless\nthe value of his contribution is proved, his participation remains a negligible\nfactor.\n\nThe Detroit plan is but one of many ways in which a teacher may contribute to the good of the educational system. Each locality has its own\nproblems that must be met in its own way.\nThe teacher is essentially an idealist and a builder. Though he may\nnot give to the world a masterpiece of art, literature, or science, every man\nor woman who so contributes owes to some teacher part of the training and\nencouragement that enabled him to reach his desired end.\nThis movement of teacher coöperation in school administration is not,\nI believe, a selfish one. It is a part of the larger program of service to our\ncountry, to our employers, and to the coming generations.\n\nTEACHER PARTICIPATION IN DETERMINATION OF\nPOLICIES FROM The princCIPAL'S VIEWPOINT\nMARY MCSKIMMON, PRINCIPAL, PIERCE SCHOOL, BROOKLINE\nMASSACHUSETTS\n\nIf you will travel with me toward the rising sun for a night and a day\nand another night, I will take you to a little town you probably never saw,\nbut from the spool factory that gives the town's reason for existence, the\nproduct comes to every home in the land, for most of the cotton thread used\nin America is wound upon its spools. The big forests of birch that determined the factory's location have long ago been used up, and even the\nCrown lands in Canada sell stumpage to the hunger of American industry\nfed with busy needles.\n\nIt is a strange spot for a big factory. A river, lake born and mountain\nfed, turns the factory's wheels at times. Sometimes steam generated in\nboilers fed with sawdust from the spool machines does the work while the\nkingfisher rattles from bank to bank outside and the wild iris embroiders\nthe surrounding meadows. Once, simple hand machines made the spools,\none at a time. Now, complicated machines, each the product of a hundred\ninventions, turn spools out in streams, but the hour strikes often for the\nbiggest and best of these machines; and all shining and important as they\nare, they are sent into exile without an end. Before tomorrow's sun sets\n\nsome little invention may be made by one of the machine operators that\nwill put an end to the service the present machines render; newer and\nfaster, forever faster, machines will send to the scrap heap the fastest\nones of today. It is the operator of the machine who must tend it with\n\n"}
{"page": 128, "printed_page": null, "text": "GENERAL SESSIONS\n\n103\n\npatience and understanding. It is through that understanding that the best\nwork the machine is capable of giving is led forth. No matter who\nplanned, who built, who installed the machine, it is the operator who is responsible for the perfect product and a conserved machine. He is a\nparticipator in every policy that concerns the machine.\nNow, no matter who directs, who equips the school, the teacher is the\noperator. I have seen school systems where the teacher seemed to be\nthought of as the machine instead of the operator. To expect him to\nmanipulate so costly and delicate a machine as a class of children without\nparticipating in the educational policies that determine its power and\ndirection is like putting a workman before his machine with eyes blindfolded, and his ears, like those of Ulysses' crew, filled with wax. Since\n\nevery complicated part of the machine goes to the making of a valuable\nproduct, it follows that success depends entirely upon the knowledge of\nall delicate adjustments, and no skills, or resources, or experimentations\ncan be so important to any kind of directing individual as they are to the\noperator of the school the teacher. If you look at the Fourth Yearbook\n\nof the Department of Elementary School Principals, you will find listed\nthirty-two of the principal activities with which he should be concerned.\nTake each one in turn and see if the machine could be run with its operator\nignorant of any of these. Most of the adjustments of machines in the spool\nfactory are suggested by the operators themselves.\nThe teaching world knows that the curriculum must be made entirely\nover to meet the needs of the life of today, to free the school from the\nuseless clogs fastened there by the honest need or vain caprice of earlier\ndays. There are chapters in many textbooks retained for fear of offending\nsomeone in authority, who is ready to die like the British soldiers at Concord bridge-\"To keep the past upon its throne.\" There are outlived\ntextbooks, beautiful in makeup, once useful enough, but whose sweet and\ntender juices, if such they ever had, have long since been hardened into\nwood. There are textbooks that are hated on sight by those who live\nnear enough to childhood to know its needs. How can anyone but the\nteacher himself bestow the insight born of intimate understanding to the\nselection of textbooks ? Surely the curriculum, with all its needs of being\nrazed to the ground and rebuilt in the light of the new knowledge of\ninterest and primitive instincts, and the variations between chronological\nand mental age, and play and self direction, and sunshine and sleep, needs\nto be built out of the work of every teacher concerned, under the guidance\nof the wise superintendent, and with the keenest discerning wisdom of\nthe principal who knows that his best service will be but to clear the path\nofall obstructions.\n\nThen the teacher is aware of the next great problem looming in the\noffing. He knows that being born on the same date does not make children alike. There is the problem of the gifted child, he who needs the\nwisest care that his gifts may be turned into the great assets for our land\n\n"}
{"page": 129, "printed_page": null, "text": "104\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat they may become. The adapting of school work to the individual\ndifferences of pupils is a new demand that is clamoring to be heard. The\nteacher is the center and circumference of this task. Segregation alone will\n\nnot accomplish this end. First of all he wants his pupils to have some\nmeans of self-checking up on their own achievement on every subject.\nPerhaps the new kind of textbook will be made by the group participating\n\nin its making. It may need to be some kind of loose-leaf textbook with\nprovision for inserting material provided by the child's own research, made\nto aid in his reacting growth. It will recognize his individual need on the\none hand and the demands of the educational expert on the other. It\nwill not be the publisher who shall stumble accidentally on this new kind\nof textbook, but who of us will not hail its coming? These books will conserve the blessed gifts of interest and curiosity that children bear from their\nfirst contact with this world so wondrous fair, and which when they lose,\nthey themselves are lost indeed. In the Twenty-third Yearbook for the\nStudy of Education is a significant sentence for all principals and teachers\n\nparticipating in this study of gifted children: \"In the main our subjects\nhave educated themselves. They have made rapid progress in learning be-cause of intellectual initiative and insatiable curiosity.\" (Bagley and\nDeVoss.)\nPerhaps we shall together work out a textbook containing minimum\nessentials to be mastered by all, and supplementary projects for those whose\ndevelopment demands a great enrichment of voluntary problems substituted\nfor routine requirement. When we come to the improvement of the\nteacher in service, can that be done right except as the teacher is a partici-\n\npant in the effort for improvement ? Does educational psychology, or\nprinciples of education, or methods of instruction, or the psychology of\nelementary school subjects mean less to the teacher than to the principal ?\nWhen we both need exactly the same help and incentive, why do we keep\nthe caste lines drawn in our profession ? It is a false and mischievous distinction, and one that should not be allowed to tie up the wheels of progress\nand defeat our best hope of achieving our high aims for America.\nAt Mt. Auburn in Cambridge sleeps Harvard's greatest scientist of his\ngeneration-Professor Louis Agassiz. The great quartz boulder that\nmarks his grave holds the title he bore proudly before all other honors\nheaped upon him by a grateful world, an accolade for any one of us, the\nnoble word, \"Teacher,\" the title the great Master loved when His people\ncalled Him Rabbi.\n\nI cannot find one topic in the Fourth Yearbook of professional value\nto the principal that is not of equal value to every teacher. We owe a\ngreat debt of gratitude to psychiatrist and psychologist for teaching us how\nto measure the child's native ability to learn, but they are at a loss to know\nwhat to do about their findings. Shall we accelerate, or enrich, or retard,\nor segregate, or eliminate ? It will be the teacher, not the scientific genius,\nwho will let the fire fall, perhaps.\nWe know the thrill that comes with the hope that the rare child of\n\n"}
{"page": 130, "printed_page": null, "text": "GENERAL SESSIONS\n\n105\n\ngenius may be discovered and developed for the uplift of his generation.\nWe know that if one ear of wheat could be developed capable of enduring\none extra degree of frost that soon thousands of acres of wheat would be\nadded to the world's harvest, and millions of loaves of bread be given for\nthe hunger of the world. But what if the discovery of the gifted teacher\nis as important to the world as that of the gifted child or the frost-proof\nwheat? Does not education cry aloud for the discovery and conserving of\nthe teaching genius-the teacher who can chart this unknown world of\nlow mental endowment through which all our searchlights cannot find a\npath.\nWhat about the development of the school morale ? No order from\nhigher up can accomplish that curious solidarity of purpose either for\ngood or evil. It is to the teacher what the oxygen or lack of oxygen is to\nthe air he breathes. His peace of mind by day and his sleep by night take\ntheir color from the school morale. To win this requires the closest co-\n\noperation from all the influences in the school that touch its life. A gifted\nleader may win loyalty to himself, but the great thing-to win that loyal\nresponse to the things that measure the uplift to the community spirit-is\nto win an immeasurable power.\nThe earnest participation in helping to determine the educational policies\n\nthat they must execute ultimately in their classrooms, if these measures\nare to be more than empty words, seems such a self-evident truth in view\nof the nearness that they all reach in effecting the teachers' service, that\nwe wonder how any other condition of things could have been tolerated.\nEven prisons, those crucibles of crime, as Thomas Mott Osborne calls\nthem, have responded so notably to the plan of government participation\nthat we are dumb before our own slowness to realize its great significance.\nMr. Osborne said last month in his Boston address that participation in\nself-government at Sing Sing has had this startling result: only five per\ncent return to prison instead of the sixty-five to eighty-five per cent that\nreturned before this plan was started.\nWe have considered very briefly the teacher's participation in determining policies in the educational issues alone. These are the opportunities\nfor the best and noblest service that can be rendered. They are embodied\nin the needs of the school that must be met by a concerted interest and\nresponse from the entire teaching force. When these educational policies\nare earnestly promoted by the various groups making up the entire teaching\nforce, there is no longer any reluctance to welcome supervision, for the\nkeenest minds feel the soonest their need of fortifying help from every\npossible source. It is the gifted teacher who seeks for supervising help\nas for hidden treasure, for the mastery of all the problems involved by any\none of these new opportunities to give light on the task of teaching every\nchildthe complex demands of today so as to meet the challenge of life with\nsteadfast courage born of faith in his own resources. This is one that demands a whole lifetime's devotion. \"Of humblest friends, bright creature,\nscorn not one !\"\n\n"}
{"page": 131, "printed_page": null, "text": "106\n\nNATIONAL EDUCATION ASSOCIATION\n\nBut the policies of administration belong to another sphere of service.\nOur school systems are committed to the assignment of responsibility for\nlegislation to a school board elected by the people and responsible to the\npeople, for administration to the boards represented. Inasmuch as the\nworking world to which our children enter when school is done is not\nmade up of teachers, it is well that our school boards are made up of many\nlines of work belonging to that world. In the best school boards frequent\nconsultation with the teaching force illumines many a problem; but we,\n\nthe teachers, cannot, however praiseworthy our motive, usurp the prerogatives of those to whom the responsibility has been delegated. We have\nseen educational associations of communities try to coerce school boards\nin the name of coöperation, but in truth their ends would better have been\n\ncalled usurpation. Let us get out of our participation of the educational\npolicies all the joy of achievement that is possible for us to attain,\n\"Without haste, without rest,\nLifting better up to best.\"\n\nHerein shall be found the great rewards of the teacher's life.\nAnd after all the figure of the operator of a machine is a limited one.\nIt belongs only to the mechanical side of our work. The participation in\ndetermining policies gives greater freedom from friction and obstruction,\nbut no machine ever invented could hold our heads and hands if our hearts\n\nwere not freed for the bigger thing in education, and that is what feeds\nthe soul within us. We know in the moments when we are worthy of ourselves that we are discoverers. No schoolroom is so narrow that we may\n\nnot sail forth to the discovery of the unsuspected leader of men among our\nchildren. When the heat and worry of discussion are over, and the stars\ncome out, and the healing coolness brings peace we begin to be uneasy for\nour quest again and we say with John Masefield :\nI must go down to the seas again,\nto the lonely sea and the sky,\nAnd all I ask is a tall ship\nand a star to steer her by ;\nAnd the wheel's kick, and the\nwind's song and the white sails shaking,\nAnd a gray mist on the sea's face,\nand a gray dawn breaking.\n*\n\n*\n\nAll I ask is a windy day with the\nwhite clouds flying\nAnd the flung spray, and blown\nspume, and sea-gulls crying.\n\nAnd all that I ask is a merry yarn\nfrom a laughing fellow rover,\nAnd a quiet sleep and a sweet\ndream when the long trick's over.\n\n"}
{"page": 132, "printed_page": null, "text": "107\n\nGENERAL SESSIONS\n\nTEACHER PARTICIPATION IN THE DETERMINATION\nOF POLICIES FROM THE VIEWPOINT\nOF THE PRINCIPAL\nW. T. LONGSHORE, PRINCIPAL, GREENWOOD SCHOOL, KANSAS CITY\nMISSOURI\n\nThe classroom teacher participation in the responsibilities of school administration is not only to recognize the spirit of democracy but it is to\n\ndevelop the higher constructive, creative powers of the teachers themselves\nand to use their united wisdom in improving the schools in every possible\nway. The lukewarm interest of the classroom teacher in the success of the\nprincipal's plans is not to be wondered at, since good psychology requires\nthat a principal should associate the teachers with himself in the planning\nand the executing of policies of the school. His powers multiply in the\nsame degree as he is able to awaken the latent powers of his teachers.\nTo illustrate: A new kind of school is to be introduced.\n\nThe classroom\n\nteacher knows nothing about it until he is asked to execute it from above.\nAt once he becomes antagonistic, since he who does the work has not been\ntaken into the confidence of him who hands it down.\n\nSuch a condition\n\ncanonly be altered when the principal recognizes the abilities and powers\nof the classroom teacher.\n\nTeacher participation from the standpoint of the principal should promote the efficiency of his teaching corps; that it should make it more competent in instruction, more responsive to leadership, and more loyal to the\nschool. Since the importance of the teacher becomes more apparent in a\nscheme of instruction which recognizes the principle of individual differences, it will be seen that we must exert greater effort than heretofore to\nencourage each teacher to be the best possible teacher. Fundamental in\n\nthis is the recognition of the desire, innate in practically every individual\nteacher, to make the most of himself; but recognition not for himself\nprimarily but for the sake of the pupils who by virtue of his better teaching ability are to receive better guidance and help.\n\nWe may say that teacher participation in determining the policies of\na school is a great step in advance and has come to stay, and the principal\nthat cannot handle the situation should look to himself and his own personal equipment. The schools are demanding leadership-trained leadership, efficient leadership. This is not the easy way, the comfortable way,\nto conduct a school, but we believe it is the right way.\nWe have need to be alarmed by the lack of democracy in the conduct\n\nof many of our schools. Our American school system for most part is\nadministered autocratically, the teachers actually on the job in the classroom having a negligible voice in the determination or carrying out of\npolicies.\n\nLetno one raise the objection that the teachers are not qualified to par\nticipate in the determination of policies. Faculties tend to atrophy through\n\n"}
{"page": 133, "printed_page": null, "text": "108\n\nNATIONAL EDUCATION ASSOCIATION\n\ndisuse, and the wonder is that they are so well qualified. The value of\nthe contributions of the classroom teacher has been demonstrated.\n\nThe\n\nsense of increased responsibility, the feeling of no longer being just a\n\"cog in the machine,\" proves to be a stimulus of untold value to the schools\nand to the community.\n\nIt is a fine omen and a splendid compliment to the increasing number\n\nof superintendents, principals, and other school officials who welcome the\npresent insistent demands for administrative reforms.\nThe advantages in teacher participation in determining the policies of\na school are that it increases the educational knowledge of the teacher,\nthe satisfaction of a teacher in his work, and the efficiency of his teaching.\nAn understanding of the educational program is necessary in order for the\nteacher to coöperate most successfully in its realization. The classroom\nteacher, as well as the principal, needs a broader outlook on education\n\nthan is contained in his own field. The best way to get and digest this\nknowledge is through helping to plan and execute the whole program.\nParticipation is a satisfying means of education to the group.\nThe added knowledge of the teaching corps, together with its contribution to planning, helps to make the school more efficient. They know what\nthe plans are and the considerations which were involved in their adoption.\nIt is well known that teachers coöperate more willingly, more intelligently,\nand hence more energetically in carrying out programs which they have\nhelped to devise. The coöperative idea serves to bring more experience\nand more intelligence into the planning. The practical point of view of\nthe teachers will prevent the launching of policies whose success is problematical. The fact basis of planning is broadened. The teachers have\naccess to valuable material which must be brought together if the administrative policies of the school are to be wisely planned and executed.\nThere is the added advantage that lies in the satisfaction that a teacher\nfinds in his work. He is no longer just \"a mere cog in a machine.\" He\nis one of the directing forces of the school. The new spirit is expressed\nvery well by the word \"morale.\" The new spirit of coöperation displayed,\nand the loyalty of all to the common ideal strengthen the course of education. Teacher participation begets confidence, and confidence eventuates\nin better community support.\nTeacher participation in determining the policies is fairly well established\nand is growing. It should be accepted as an accomplished fact. The next\nstep is to inquire into what special activities participation may be carried\nsuccessfully, and what the organization should be.\nThe teachers have sought this opportunity to broaden their service.\nThey must not overlook the fact that they are assuming an obligation .\nThis movement means a change in the social as well as the professional\nstatus of the classroom teacher if it succeeds, and a distinct modification\nof the elementary school principalship. This study has convinced the\n\nwriter that the number of extremists is inverse in ratio to the noise they\n\n"}
{"page": 134, "printed_page": null, "text": "GENERAL SESSIONS\n\n109\n\nare making, that the idea is thoroughly sound, and that the vast majority\nof classroom teachers and elementary school principals are studiously concerned about it.\n\nWhile this discussion does not suggest any diminution of the executive\nauthority of the principal, it does clearly suggest that in many cases the\nauthority should act more coöperatively than it has in the past in terms of\nservices rendered by the teachers and the principal.\nDemocracy cannot be handed down from above. It must originate\nwith and be worked out by the classroom teachers through the coöperation\nof principal and superintendent. The schools of many a city have profited\nfrom the atmosphere of coöperation made possible by the response of principal and superintendent to the democratic idea of the classroom teachers .\nPoints that must be taken into consideration in the working out of a plan\nof coöperation :\n\n1. Training, experience, and efficiency of the classroom teachers in instruction and management.\n2. Training, experience, and efficiency of the principal.\n3. Training, experience, and efficiency of the superintendent and his\nassociates.\n\n4. Attitudes of principals and superintendents and their associates\ntoward capacities for coöperation with the classroom teachers.\nThe day of autocratic domination has ended, not only in governmental\naffairs but in education. Participation on the part of the rank and file in\nformulating policies and programs must precede their intelligent acceptance\nand execution. The principal or superintendent who is anxious quickly\nto make a mere showing of a complete and detailed course of study will\nnot like to proceed by asking the coöperation of the classroom teacher,\nprincipal, supervisor, and expert. It takes longer at the outset. The\nsuperintendent or principal, however, who is more concerned about what\nis being taught and done in the schools than about being able to hand out\nextended printed documents will employ the coöperative procedure. He\nknows that in the long run he will get more worthwhile results. Although\nthe start is slower, the total large result takes less time than if the initial\nattack employs the dictatorial procedure.\nExperience shows that the contribution of the teachers in the enlargement of programs, and especially in the details essential in their execution,\nis very great. The details which have been injected into courses of study\nare of the kind which can only come from classroom teachers and from\nothers in intimate and close contact with the work of the teachers.\n\nFundamental, constructive leadership, working coöperatively, must\ndevelop rapidly in education. Only this type of procedure can succeed. It\nis essential in securing and maintaining community interest and support\nof public education as it is in leading and directing intelligent and active\nteachers into securing the largest results. The day of the know-it-all school\n\nadministrator is past. In his place is appearing a new type of administrator.\n\n"}
{"page": 135, "printed_page": null, "text": "110\n\nNATIONAL EDUCATION ASSOCIATION\n\nHe conceives his mission to be the creation of wholesome conditions for\n\nwork on the part of classroom teachers and pupils and the bringing to all\n\nof his associates breadth of view, greater vision, and stimulating inspiration.\nWe need to bear in mind that participation means growth. It is the\n\ngreatest university in the world. Witness the change of attitude of women\non public questions when they were given the ballot. They grew through\nparticipation and the assumption of responsibility. We educators should\ngrasp the educational principle that is involved in this transformation.\nCan the teacher of the future citizen, participating, responsibility-assuming citizen, do his work in training for citizenship unless he himself is\nallowed to participate and bear responsibilities in his work? Can active\ncitizens be trained by a passive teacher ?\nWhat does \"participation\" mean-save that the individual shall have a\nshare in determining the aims and conditions of his work?\n\nOnly by sharing some responsible task does there come a fitness to share\nit. Through the free and mutual harmonizing of different individuals\nthe work of the world is done better than when directed by a few, no matter how wise, or of the good intent of the few.\nThe bettering of institutions comes by having all the workers in them\nassist in determining the policies of the institutions .\nThus the philosophy upon which teacher participation in the determination of policies is presumably built is relatively simple and hopeful.\n\nTEACHER PARTICIPATION IN THE DETERMINATION\nOF POLICIES FROM THE VIEWPOINT OF THE\nSUPERINTENDENT\nF. E. WILLARD, ASSISTANT SUPERINTENDENT OF SCHOOLS, SEATTLE\nWASHINGTON\n\nTeacher participation in the determination of policies is a phrase that\nmay receive more than one interpretation.\n\nIt may suggest a division of re-\n\nsponsibility in administration-a sharing in the name of democracy of\ncertain executive authority with selected leaders of the teaching body who\n\nare ambitious to secure recognition and prestige for themselves and their\ngroup through its organized influence. I have nothing to say for this type\nof participation. We have had no experience with it. The Seattle teach-\n\ning corps has never shown particular interest in it, although our teachers\nhave for some time been well organized and efficiently led.\n\nTeacher participation, on the other hand, may suggest something wholly\nprofessional-a community of interest in the larger issues of education\nwhich promotes, not division, but unity of purpose and implies no conflict\nwith centralized administrative control. In this we are interested.\n\nProfessional growth, to the teacher in service, is not merely an intellectual process. It carries with it a growing sense of responsibility, which is\n\n"}
{"page": 136, "printed_page": null, "text": "GENERAL SESSIONS\n\n111\n\nimbued with an active spirit of service. The field of educational knowl-\n\nedge and practice has widened immensely within recent years, because\neducational philosophy has been finding means of expressing itself in terms\nof classroom technique. Teachers in large numbers are taking advantage\nof the new opportunities thus open to them for professional improvement .\nAny school system must be counted inefficient to the extent that it fails\nto make use of new initiative that is developing within the corps and looking for means of expressing itself through better service.\nSeattle, like every other city that is professionally awake, is seeking to\nencourage initiative, to recognize merit, and to improve the whole system\nthrough the contributions of its best thinkers and workers. The superintendent of schools has repeatedly stated that the classroom teacher must\nbe recognized as the central quality-determining factor in the system,\nbecause he actually performs the work for which the system exists.\nSuperintendents, supervisors, and principals are useful elements only as\nthey make conditions more favorable for him to work freely and effectively.\nSuccessive administrations have held that the most valuable asset the system can have is confidence of the corps in its official leaders-confidence in\ntheir rectitude of purpose, and in their sincerity of desire to interpret\nhonest effort sympathetically. Opportunity to make this clear has always\nbeen utilized .\n\nA school administration cannot expect to escape criticism and certainly\nshould not wish to suppress it. The problem is to make criticism constructive by having it expressed where it may be fairly considered and utilized\naccording to its merits. This is not primarily a question of machinery\nfor expression, although machinery may facilitate action. Seattle, with\nlittle formal machinery, has been exceedingly fortunate for many years in\nthe fine understanding spirit that has animated its teaching body. This\nhas been due to two main causes: First, a teaching corps that for many\nyears has been selected without hindrance upon the basis of merit alone;\nsecond, for an equal number of years, an open-door policy on the part of\nthe superintendent and all who are permitted to speak for him, through\n\nwhich currents of divergent tendencies are generally unified in a pledge\nof common loyalty to the best interests of childhood.\nThe maintenance of such relations can hardly be possible without affect-\n\ning school policies. In fact, such effects are quite sure to be pronounced.\nWhether their source is organized or speaks through a hundred individual\nmouths, it is the business of school executives to listen and ponder. That at\nleast has been our interpretation of it.\nWehave held the spirit of coöperation to be more essential than the form\n\nof its expression, but a period like the present one which is actively engaged\nin experiment and readjustments may require a more positive agency for\n\nexpression than spirit alone. There has recently been organized, in Seattle,\na superintendents' advisory council, representing the elementary schools.\nThis is composed of two representatives from each grade, including the\n\n"}
{"page": 137, "printed_page": null, "text": "112\n\nNATIONAL EDUCATION ASSOCIATION\n\nkindergarten. These are appointed by the Grade Teachers' Club, which includes eighty-four per cent of the elementary teachers and consistently maintains a highly professional attitude. This council, with the president of the\nGrade Teachers' Club, meets at least twice each semester with the superintendent and his assistants for the discussion of any question that anyone\nwants to propose. These discussions have so far related, for the most part,\nto kind, quality, and distribution of supplies, equipment and textbooks,\nand to questions affecting the daily regime. The conferences have been\ndistinctly helpful in bringing some matters to the attention of the superintendent's department that affect directly the conditions under which class'room teachers work, such, for example, as the number of avoidable interruptions during the day that dissipate attention. Another subject discussed was\nthat of making the service of substitutes more productive. On the other\nhand, the teachers have been able to see the administrative difficulties of\nwhich they had not been conscious that gave a new aspect to some proposals\nthat had at first seemed simple enough. All discussions have been entirely\nfrank and impersonal, and unexpected differences of opinion among members of the group itself made clear some of the difficulties of administration. It appeared that some things were after all better managed than\nthey had seemed to be. These conferences will accomplish some definite\nimprovements in practice, but by far the most important outcome is to\nfurther confirm the belief of each in the sincerity of all.\nIt may be taken for granted that no curriculum changes of consequence\nwill be undertaken at present without taking counsel with those who will\nuse the changed curriculum .\n\nThe classroom interpretation of any course\n\nof study depends upon the personal equation of the teaching corps and must\nvary with local teaching situations. Seattle has been working on curriculum revision for nearly two years. We have entertained no false hopes\nof finding a specific for all of our educational ills in new courses of study,\nbut a developing curriculum does furnish a satisfying form of relief for the\ngrowing pains of an expanding system. We believe that a useful curriculum must grow, that in any city of a thousand or more teachers a new\ncurriculum that goes too far beyond the present practices of the corps will\nspend itself against a barbed-wire entanglement. But a course of study,\nfrequently revised to make it express the best practice of the forwardlooking, successful, growing teachers of the corps, if properly introduced,\nwill be received with enthusiasm. Our plans for curriculum revision\nprovide for a large and very general participation on the part of teachers\nin determining the adaptability of proposed new material to our present\nteaching conditions, and in suggesting suitable activities, exercises, devices, and content especially local content. The main subject committees\nare composed of principals; these have assumed the responsibility of making\n\na careful study of all important reports, investigations, studies, and experiments that are available ; of becoming familiar with the best local practice,\nand the practice of other systems; and of defining the educational objectives\n\n"}
{"page": 138, "printed_page": null, "text": "GENERAL SESSIONS\n\n113\n\nwhich the various courses will aim to achieve. These committees, work-\n\ning with the best help from other members of the corps that they may be\nable to get, propose revisions. The schools of the city are assigned to the\ndifferent subject committees to study the proposals made by the committees, to try them out, to criticize, to correct, to enrich, and to adapt them\naccording to need. Teachers are called in conference with the subject committees. The classroom teacher has a full day's work to do and is not asked\nto assume the additional burden of a general research student, but he is\nrelied upon to see that the best results of his experience and understanding\ngo into the courses, and that all new outlines before they are accepted are\nmade understandable, workable, and detailed enough so as to leave no\ndoubt as to meaning, aim or method. This process of revision is a\nslow one, but it does discover those who have something to give; and it insures the thorough discussion of all new points of view and thus provides\na degree of preparation for them that makes possible the acceptance of\na more forward-looking and significant program than would be possible\nwithout it.\n\nThe elementary school principal in Seattle is an influential factor in the\ndetermination of school policies. He has come from the classroom, he\nrepresents the administration, he is in close contact with a portion of the\nschool district. He has all the advantage of position. In the present\nhegira to summer university courses, he was one of the first to go and is\none of the most persistent repeaters. No modern school system could\nbe what it is without the dynamic urge of his activity. Seattle principals\nmeet the superintendent twice monthly for general discussion of school\npolicies and procedures. The advice of principals is freely sought. At\ntimes principals are asked to discuss questions with their teachers before\ndecisions are reached. This body selects a small advisory committee to\nwhich the superintendent may refer questions requiring special investigation. At the principals' meeting the ideals and aims, the spirit and attitude,\nthe methods and means that animate the system have their fullest expression and interpretation. Here the pace is set, the outcome is checked, and\nthe forward course defined. Few important policies are initiated that\nare not insome form first reviewed by this body.\nThe regular principals' meeting is strongly supplemented by a number\nof voluntary professional organizations. The Principals' Association, with\na 100 per cent enrolment meets monthly. It devotes its meetings to the\nconsideration of committee reports that represent much study and care\nin preparation. The material of these reports may serve a double purpose,\n\nas it frequently finds acceptance in graduate theses at the university or in\nthe pages of educational publications. In addition to this, there are four\nstudy clubs. These are composed of small groups meeting twice a month\n\nfor more informal study. Reports on building experiments, studies of\ntests and measurements, and book reviews are among the principal topics\nconsidered. Reports of conclusions reached by these groups are frequently\n\n"}
{"page": 139, "printed_page": null, "text": "114\n\nNATIONAL EDUCATION ASSOCIATION\n\nmade to the superintendent, and sometimes questions are referred to these\nclubs for consideration and report.\n\nIt has been the purpose in Seattle that principals should remain teachers\nin spirit; that the sympathies, aims, and efforts, of the entire corps should\nbe unified; that service to childhood should be made a motive sufficient to\ncommand a united front. This, I believe has been achieved with a reason-\n\nable degree of success. The various teachers' organizations through their\nofficers have coöperated heartily with the superintendent and with one\nanother; they stand for professional improvement. The participation\nof the Seattle corps in the making of school policies is not selfishly conceived. There is nothing striking about it. It is, we believe, the normal\nexpression of wholesome conditions.\n\nFINANCING STATE TEACHERS' ASSOCIATIONS\nMRS . T. V. GOODRICH\n\nMrs. Goodrich presented report on the financing of State teachers' asso-\n\nciations. The ratio of dues paid in the various State Associations, the per\ncent of teachers enroled in the organizations throughout the several States,\nand the rate of salaries paid to secretaries and other officers were covered\nin a series of charts transferred to slides, four of which are reproduced here :\n\n"}
{"page": 140, "printed_page": null, "text": "115\n\nGENERAL SESSIONS\n\nFIGURE 1.\n- PER CENT OF TEACHERS ENROLED IN STATE ASSOCIATIONS\n\nPennsylvania, South Dakota, Wyoming , Oklahoma,\n90+\n\nHawaii , Michigan, Missouri\nUtah, Maine\" , Ohio, New York , Washington, Louisiana,\nKansas, California\n\n80-89\n\nColorado , Nebraska, Vermont , Mississippi , Wisconsin , Illinois , Arkansas , Virginia,\n70-79\n\nIndiana, Oregon , Alaska , Alabama\n\n60-69\n\nMassachusetts . Iowa, South Carolina , New Mexico\",\nKentucky , West Virginia, Tennessee\n\n50-59\n\nMaryland , Montana, Georgia\" ,\nIdaho , North Carolina\n\nTexas,\n\n140-49\n\nNorth Dakota\n\n30-39\n\nFla..\n\nRange 33.3% to 98.9%\n\nMedian 76%\n\nInformation not complete: Connecticut , Nevada, New Hampshire , Rhode Island .\n\"Do not employ full time paid secretary .\n\nFIGURE\n\n2.\n-DUES\n\nOF\n\nSTATE ASSOCIATIONS\n\n$3.00 Cal\n\n2.50 Horth\nPakota\nUtal\n\nIllinois , Kansas , Louisiane , Michigan , Minnesotr , Mississippi , Missouri , Nebraska, Texae,\n2.00 North Carolina, Oklahoma, South Carolina , Washington, Wisconsin, Colorado \" , Hawaii\nNew Kexico\" , West Virginia\n\nAlabama, Arkansas , Indiana , Iowa , Ohio ,\n\n1.50 South Dakota , Florida , Idaho\nKentucky, Pennsylvania , Georgia\" , Keine ,\n1.00 Maryland , New Hampshire , Oregon\" ,\nTennessee , Wyoming\n\nVirginia, Alaska\" ,\n50 Connecticut,\nRhode Island*\n\n40 Mese\n\nRange 40\n\nto $3.00\n\nMode $2.00\n\n*Do not employ full time paio secretaries .\nDues include subscription to Association Journal in all cases .\nNew York and Montana vary according to salaries of members .\n\nDues in\n\n"}
{"page": 141, "printed_page": null, "text": "116\n\nNATIONAL EDUCATION ASSOCIATION\n\nFIGURE 3.\n- SALARIES OF SECRETARIES IN STATES EMPLOYING FULL TIME\nSECRETARIES\n$8000\n\nPa,\n\n7000\nto\n\nCal.\n\n7900\n\n6000\nto\n\nWis .\n\n6900\n\n5000\n\nIllinois , Kansas ,\n\nto\n\n5900\n\n4000\nto\n\n4900\n\n3000\n\nMichigan , Ohio\n\nIndiana, Iowa, Louisiana, Minnesota, Mississippi , Missouri , Nebraska,\nNew York, North Carolina, Oklahoma, Texas, Washington\n\n3900\n\nAlabama, Arkansas , Kentucky , Montana,\nSouth Carolina, South Dakota, Utah , Virginia\n\n2000\nto\n\nN. D.\n\nto\n\n2900\n\nAverage\n\n4335.79\n\nMode\n\n4000\n\nRange\n\n2500 to 8000\n\nFIGURE 4. PER CENT OF INCOME FROM DUES USED FOR SALARIES OF SECRETARIES\nAND STAFFS\n\n60\n\nVa.\n\nArkansas , Kansas , Kentucky,\n50-59\n\nNorth Carolina\n\n40-49\n\nAlabama, Mississippi , South Dakota , California, Iowa, South Carolina,\nUtah , Indiana, North Dakota, Texas\n\n30-39\n\nLouisiana, Nebraska, Minnesota,\nWisconsin, Pennsylvania\n\n20-29 Nichigan, Oklahoma , Missouri,\nWashington, Ohio\n\n10-19\n\n111.\n\nRange 15.25% to 127.09%\nMedian 42%\n\n"}
{"page": 142, "printed_page": null, "text": "GENERAL SESSIONS\n\n117\n\nTHE STATE ASSOCIATION JOURNAL\nA. L. MARSH , EXECUTIVE SECRETARY, WASHINGTON EDUCATION ASSOCIATION , SEATTLE, WASHINGTON\n\nOn the subject of the magazine of a State teachers' association we do not\n\npresume to speak \"as one having authority\" but merely as a \"scribe.\" Our\nmeager experience of four years in building and experimenting with an\nassociation journal scarcely warrants any ex cathedra dictum, however\npositive our personal conviction may be on various phases of the problems\ninvolved.\n\nThe publication problems are new problems, and the wisest and most\nexperienced among us have scant basis for conclusive judgment. It is\nsignificant that the dean of our State association editors, Arthur H. Chamberlain, of California, has served but sixteen years, and he is at this very\ntime reconsidering the policies of his journal with a view to thoroughgoing modification. It is further significant that most of our association\nmagazines are as such less than five years old.\nThere are today a multitude of new things under the sun, as every\nschool child knows, and not the least of these is the fact that about half a\nmillion, or approximately two thirds of the rank and file of the Nation's\nteachers, are today members of a State teachers' association, and that in 28\nStates a full-time secretary is employed to direct a well-rounded program\nof professional activities.\nThe large purposes of the State association journal, namely, to facilitate\nintelligent coöperation of the association membership and friends in its\nprogram, and to build the teaching body into a real teaching profession,\nare clear. On these purposes and on the means and difficulties in their\nachievement we may not now elaborate.\nWe shall essay here only to state in the briefest form possible some of\nthe salient issues that confront every editor of a State association journal ,\nand with the mere statement we must be content.\n\n1. Should the journal be departmentalized for specialized groups of\nreaders, or should all content, so far as possible, be made of potential interest to every reader? For example, should there be a primary department,\na rural department, a high school department, subject departments, etc. ?\nMany teachers desire of the association journal what every teacher\ngreatly needs from some source, such helps and suggestions as may be\nutilized in the classroom or office task-such technical material as is now\n\nsupplied by such National publications as The Normal Instructor and\nPrimary Plans, The English Magazine, Administration and Supervision,\nor The School Board Journal.\n\nThese teachers seem to desire their asso-\n\nciation journal to be a complete professional compendium in one small\nmagazine and for one small fee.\n\nObjections offered to such specialization are: First, that if specialization were adopted it would mean a breaking up of the journal into many\n\n"}
{"page": 143, "printed_page": null, "text": "118\n\nNATIONAL EDUCATION ASSOCIATION\n\nparts, of which only one or two would be of interest or practical value\nto any reader (probably few teachers visualize the extent of departmentalization that editorial impartiality would require) ; second, that in\n\nsuch specialization few State journals, with limited field of authorship and\nno funds to purchase material, could compete with the great National commercial publications in this field; and third, that matters of general concern and of integrating value for the State's teachers are so great as to\nrequire all of the space available in most State journals. Consensus of\npresent opinion today strongly opposes specialized departmentalization.\n2. Are editorial, book review, and personal mention departments justifiable?\n\nAs to editorials, do any considerable number of teachers read articles\nthat challenge deliberation and reflection, or must matter to receive attention even from teachers possess a news or entertainment appeal ? Is pertinent, well-written editorial expression, which speaks for the association and\nnot merely for the editor, worth while if read only by the thoughtful\nminority that constitute the association's leaders ? Present practice regarding editorial comment varies greatly, but substantial editorial departments seem now to be the exception rather than the rule among association\njournals.\nAs to book reviews, are they effective either as guide or stimulant in\nprofessional reading, if such reviews are sound evaluations and are well\nwritten? If reviews are employed, should they be short and more inclusive\nof the current National output or longer and more selective?\nConcerning items of personal mention, is such a department or feature\ndefensible, when, of the thousands of members supporting the journal,\nonly a few-and those in prominent positions can receive attention ? Many\nteachers report that they read such items first. Others appreciate more a\nbrief mention of significant achievements and events in the State field of\neducation.\n\n3. Should the form and style of the journal be quietly dignified or\ncolorful and sprightly?\nIt is declared by some critics that teachers in general are pedantic, stilted,\nand somber, whether naturally so disposed or living up to their public\nreputation.\n\nBy these critics it is advised that teachers take themselves less seriously,\n\nand that they publish a magazine for normal human beings, with more\nhumor and a brighter style-in short that they \"jazz\" their journal up\nabit.\n\nOn the other hand it is maintained that a quiet dignity is much more becoming to the profession and acceptable to it, that \"jazz\" should not be\npermitted to invade the serious literature of the profession.\n\nOn this issue two opposing philosophies in support of practice are adduced. One is that the first essential for a professional magazine is that\nit be read, that ifit is not read its \"gems of purest ray serene the dark un\n\n"}
{"page": 144, "printed_page": null, "text": "GENERAL SESSIONS\n\n119\n\nfathomed caves of ocean\" might just as well \"bear\" and bury. First get\nattention; then gradually raise the standards to the highest point where\ninterest can be maintained-is the working rule of the humanistic critics.\nThe other position is that high standards of journalism should be maintained from the outset, with dependence on educating more and more\nteachers to a taste for better things in content and style. This is clearly a\nclassical view.\n\nIn conclusion, it is pertinent to remark that the State association journal\n\nis now edited in most States by the association secretary, a man with many\nother duties than editorship, who must produce the best he can in the time\nthat is his. Many of his own editorial ideals he has not editorial time to\nrealize; but he is earnest in his desire and effort to make the journal the\nmost effective instrument for the service of the profession, and he is most\nappreciative of coöperation in the form of constructive criticism from his\nreading constituents. The editor never forgets that he is the servant of\nthe membership and that the journal he edits is not his journal but theirsof them, by them, and for them .\n\nTHE JOURNALS OF TEACHERS' ASSOCIATIONS\n\n(ABSTRACT )\nJOY ELMER MORGAN, EDITOR, JOURNAL OF THE NATIONAL EDUCATION\nASSOCIATION, WASHINGTON, D. C.\n\nThere is no responsibility in the whole range of human life where sound\ntraining, broad outlook, and mastery of the central values count for more\nthan in educational journalism. The journal of an education association is the spokesman of public servants who hold the most sacred trust\nwithin the gift of society.\n\nEight controlling ideas may well govern the work of its editor. They\nare:\n\n1. The journal should be edited first, last, and all the time in the interests\nof the reader.\n\n2. An article that is worth printing is worth rewriting to meet readers'\nneeds.\n\n3. Readers worth having prefer well-written, thoughtful material to the\nmore showy and superficial appeals.\n\n4. Contents should be checked constantly by underlying principles of\neducation and life.\n\n5. To develop many writers is better than featuring a few.\n6. No achievement of the art of printing is too fine for an educational\njournal.\n\n7. Every rightly managed journal has a well-defined field and works\nwithin that field re-defining its scope as the situation changes .\n\n"}
{"page": 145, "printed_page": null, "text": "120\n\nNATIONAL EDUCATION ASSOCIATION\n\n8. Editorship is one of the highest forms of trusteeship, increasing in\nimportance with the intelligence, responsibility, and number of readers.\n\nTHE RELATION OF THE LOCAL TO THE STATE ORGANIZATION AND OF BOTH TO THE NATIONAL\nJESSIE GRAY, PRESIDENT OF PENNSYLVANIA STATE EDUCATION ASSOCIATION, PHILADELPHIA, PENNSYLVANIA\n\nI have a general message to give with regard to the investigations of\norganizations that I have made, and I say as I come to this National Convention that I do not feel I am a Pennsylvanian, I feel that I am an American. As I see this wonderful organization of the National Education\nAssociation I know that we have a right to be proud of our heritage and\nshould feel a challenge to do better things in the cause of education and\norganization for effectiveness than we have ever done. I wish also to\nsay this, if we count our material gains as our greatest gains, we are on the\nwrong side of the observation car.\n\nIt seems to me if we calculate our\n\nmaterial gains at the expense of idealism, we have suffered defeat. In\nPennsylvania we have had more material gains this year than in any\nyear since our organization, but the gain has been a spiritual one, too, a\ngain in ideals, in the belief that education is the child of the State.\n\nWhen\n\nour legislature cut off appropriations for education we felt the righteousness\nand support of organization. When we appealed to our city and local organizations there was a blaze that made our legislators feel that nothing\ncould be done in Pennsylvania that would jeopardize the cause of education\nin the State. So was strengthened the principle that education must be\npaid for by the State, and that nothing can interfere with that principle.\nI should rather give up our material gains in Pennsylvania, great as they\nmay be, than lose the great ideal, that great principle we have begun to\nrealize as never before that unity of purpose on the part of educators helps\nus to defend and extend education if we are to be worthy citizens of this\ngreat Nation. I know that organization was the channel through which\nsuccess came to us, and so as president of a State organization of 51,600\nteachers, I am going to discount our material gains and I am going to\nsay that when we came to our State legislature it was with this united\nplea that education, and not the teacher, is the thing that we must fight\nfor. I know that to us was entrusted the great privilege of \"selling\" the\nschools of the State to the legislature and citizens, and insisting that that\nis one of the chief aims of legislation in the State of Pennsylvania.\nI shall briefly discuss the relationship of the Philadelphia Teachers' Association-which is the local branch of the State Association-in three vital\n\nrespects the aims, the membership, the benefits.\nThe Philadelphia Teachers' Association was organized in 1904 and has\nfor its aims to aid the betterment of educational conditions, to elevate the\n\n"}
{"page": 146, "printed_page": null, "text": "GENERAL SESSIONS\n\n121\n\nteaching profession in Philadelphia by promoting and protecting the interest of members and also the cultivation of a spirit of fellowship and\nmutual helpfulness .\nIn 1923, a local branch of the State association was established to foster\na closer union of local and State interests, to keep the Philadelphia teachers informed as to State activities and policies, to participate more actively in\nlegislative matters that interested all Pennsylvania. After a short period\nof existence, the Philadelphia Teachers' Association amended its constitution so that the local branch of the State association became a subsidiary\nsection of the city association, instead of a separate organization. This\nwas done to facilitate elections of delegates to the State convention and the\ncollection of money to be used to finance those delegates, and to provide a\n\nfund upon which to draw for other educational expenses, such as research\nwork, salary campaigns, welfare, and so on. In short, it promotes a closer\ncontact between the city and State educational affairs. The chairman of\nthe subsidiary section is appointed by the president of the city association\nfrom his board of directors.\n\nThis consists of six executive officers and\n\nfourteen other members elected to represent the varying groups of teachers throughout the city. They meet monthly to discuss matters of general\nwelfare. A council of representatives consisting of one person from each\n\nschool in the city brings to the association the individual, personal contact\nthat constitutes true democracy. It is the duty of this council of representatives (some 250 in number) to meet twice a year (or at the call\nof the chair) to make known the opinions and desires of all the members\nfor the guidance of the board of directors.\n\nTo these representatives are given the reports of all committees, so that\nthey may in return make known to the teachers in the various schools just\nwhat has been accomplished and what is to be attempted.\nThese representatives budget dues and collect them and transfer them\nto the treasurer. This budgeting emphasizes professional organization and\ncoöperation between local, State, and National educational associations\nand the resultant benefits. The money for the city dues is divided among\n\nprofessional groups to pay for speakers at annual meetings (according to\nthe number of people in the group) . It pays toward extra-mural classes ;\n\nfor general lectures and entertainments. It also pays for the publication\nof The News Letter, and 50 cents (out of the $1.50) is set aside as the\nlocal branch's funds with which to finance delegates to the State convention. The number of delegates to the State convention is one for every\n\nhundred members, so Philadelphia has about fifty members in the State\nconvention financed by the local subsidiary branch of the city organization.\n\nThus the State and local branch unite themselves annually in a convention\nfrom whose delegates a president, a second vice-president, and members\nof the executive council are elected.\n\nThe executive council of our State\n\nassociation consists of the presidents of the groups of teachers recognized\nas departments of education by the constitution of the State association .\n\n"}
{"page": 147, "printed_page": null, "text": "122\n\nNATIONAL EDUCATION ASSOCIATION\n\nAnother bond between the State and local associations is the State Jour-\n\nnal, which reports to local members matters of State significance and personal information .\n\nAt the annual convention of the State we elect delegates to the National\nEducation Association, one for every 100 up to 500 and thereafter one for\nevery 500. This gives the State twenty-six delegates to the National\nEducation Association. The State organization has tentatively adopted a\nplan to finance State delegates to the National Education Association. It\npays the fare and Pullman expense of delegates to and from the national\nconvention and allows $6.00 per day allowance to delegates for each day's\nattendance.\n\nAccording to the city's apportionment, the national association is allowed\none for every 100 members of the National Education Association. This\none per cent allotment gives Philadelphia twenty delegates for a 2000\nmembership compared with a State allotment of twenty-six for an 11,000\nmembership in the National Education Association. Direct affiliation\n\nthus encourages a greater local representation in the National Education\nAssociation, but the local branch does not take advantage because it finances\ndelegates to the State rather than to the national convention owing to lack\nof funds. However, it emphasizes direct affiliation and representation\njust as the House of Representatives does in our Government. Direct\nrepresentation according to membership strengthens national unity.\nIndirect representation from local branches through the State to the\nNational Education Association emphasizes the interdependence of the city,\nState, and Nation. This has proved most successful because it gives the\nState the same opportunity of financing delegates to the National convention\nas the local has to finance delegates to the State convention. The oftener\n\nwe can emphasize the co-inclusive membership, the greater the unity and\neffectiveness of the city, State, and National affiliation.\nIn Pennsylvania we are looking forward to the greatest project of uniting\nthe local and State organizations through zoning the State into some\nfifteen or sixteen convention districts, to each of which the State association will send speakers. They will inspire tens of thousands (for we have\n51,600 members) instead of the few hundreds that are sent to the annual\nconvention. The convention districts will make an opportunity for inspiration and information to be brought to our teachers.\n\nIf these conven-\n\ntions can be arranged to meet simultaneously, we can circuit speakers of\nnational fame, and petition our governor to proclaim educational week in\nthe State, close the schools, and give teachers a far better vision of what\nprofessional benefit, happiness, and inspiration can come from and through\norganization.\n\n"}
{"page": 148, "printed_page": null, "text": "GENERAL SESSIONS\n\n123\n\nThe work of TEACHERS' ORGANIZATIONS AND ITS\nRECOGNITION BY SCHOOL, CIVIC, AND POLITICAL\nORGANIZATIONS AND OFFICIALS\n\nOLIVE M. JONES, PRINCIPAL, PUBLIC SCHOOL NO. 120, NEW YORK CITY\nFIRST VICE-PRESIDENT OF THE ASSOCIATION\n\nA favorite quotation of mine is Thomas Jefferson's words: \"If a Nation\nexpects to be ignorant and free in a state of civilization, it expects what\nnever was and never will be. Ignorance and bigotry, like other insanities,\nare incapable of self-government. No other foundation can be laid for\nthe preservation of freedom and happiness but the equal education of all\nthe people. \" I quoted it last year when I stood before you for the opening\naddress at the Washington meeting of the National Education Association.\nI quote it again today because there is an inseparable relationship between\nthe principle Thomas Jefferson propounded and the work of teachers'\norganizations.\n\nThe growth of teachers' associations all over the country and the\nphenomenal increase in the National Education Association membership\nin a few years indicate clearly that teachers are awakening to their importance and responsibility in the \"preservation of freedom and happiness \"\nin a self-governing people. Almost in proportion to their awakening have\ncome attacks upon the common-school idea, insidious efforts to break down\nthe people's faith in the relation of education to America's social problems,\nand sinister influences attempting to prevent any solidarity of professional\nconsciousness and united action by teachers .\n\nSooner or later in every public speech, both orators and demagogues will\nassert in public addresses their belief in education as the foundation on\nwhich American democracy rests. They are sincere enough, too, but the\ntrouble with some of them is that they think of both education and democracy as abstractions, and they have no real intention of letting the teacher,\nwho is the concrete, practical expression and exponent of education, or\n\nthe voter who is the concrete, practical exponent of democracy influence\neither education or democracy to any great degree-not at all if their\nactivity interferes with or interrupts personal ambition or business profits.\nYou may think I am riding a hobby, because I have said something of\nthis same sort so many times. Well, I'm going to keep on riding that\nhobby until teachers stand solidly united and resolved to obtain the rightful\nrecognition of the educator, as well as education, and until they are organized for the fulfillment of the teacher's mission-the duty of preparation for citizenship in an ideal democracy. This is the reason for my interest in teachers' associations. Without this belief as an actuating motive,\nI never would have bothered my head or used up time and strength for\nany teachers' associations, local or National, and I will never retain connection with any teachers' associations whose membership loses sight of\nthat goal or permits its leaders to use it for any other aim.\n\n"}
{"page": 149, "printed_page": null, "text": "124\n\nNATIONAL EDUCATION ASSOCIATION\n\nDuring the year just past, I received several letters challenging some\nstatements I made about the sinister influences at work against American\neducation and against professional organization by teachers. I answered\nnone of these letters, partly because my statements were sufficiently ex-\n\nplicit, partly because I have neither time nor stenographic help to enter into\ncontroversy by mail. But today I am talking to you as a group in teach-\n\ners' associations or you would not be here. Therefore, I shall tell you\nsome of the detailed ways in which these influences work in teachers' organizations, often using perfectly sincere and upright persons to be the\nagents.\n\nOne of the chief of those is the practice of discrediting officers of teachers' associations in the wake of destroying their prestige and leadership\namong the members of the association. Another is using intrigue and\ncombinations of individuals with personal aims in order to elect to office\nin teachers' associations persons who have no real leadership in the group\nor who will prove pliant tools. A third is the perpetual president who is\npermitted to remain in office more than a number of terms limited by the\nassociation constitution and who comes to think of the association as his\n\npersonal vehicle of expression, not always necessarily for selfish gain, but\nalways resulting in doubt as to the strength of opinion behind him.\nA fourth is spreading the idea that holding office in an association is a\nmeans towards promotion to higher rank in employment in the school\nsystem and that the officers are therefore merely boosters of themselves for\n\npromotion. Hundreds, yes, thousands, of teachers are successfully restrained from uniting with their fellows because they are foolish enough\nto believe this twaddle. As a matter of fact, the continuously successful\nand influential organizations are those whose officers accept the duty in\nfull knowledge that they will probably create antagonisms working against\ntheir own opportunities for promotion if they courageously carry out the\nwill of their association membership when some official is determined upon\nan undesired policy, and no association has ever yet continued to live as an\n\ninfluential and trusted agent for teachers when its officers were boosters\nfor themselves.\n\nDr. Butler in a recent address at Columbia said :\n\n\"Cowardice, selfish fear, bringing personal ambition, constantly sap the\nwellspring of intellectual and moral courage.\" This is especially true in\nregard to leaders of teachers' associations, but it is seldom true that leaders\nof influential teachers' associations are of such types, as could be proved\nif time permitted by citing many names and cases well known to you as\nleaders of the National Education Association .\n\nStill a fifth way in which the united action of teachers is hindered results\nfrom the failure to face frankly the financial needs of an association. We\nhave gone along too many years in a pettifogging sort of way-dues only\nlarge enough to pay for the secretary's paper and stamps, writing painfully\nand slowly done by committee workers, or done by public stenographers\noccasionally employed at extravagant rates, instead of rapidly and promptly\n\n"}
{"page": 150, "printed_page": null, "text": "GENERAL SESSIONS\n\n125\n\nby a permanently employed stenographer, suspicious of the purposes for\nwhich money might be used, meeting in cheerless places because there was\nno money to pay rent in comfortable, clublike surroundings, representation\ndenied at important gatherings except when some self-sacrificing officer\npays his own way in these enumerate the many embarrassments which\nare inevitable when an association's income is insufficient.\n\nI loathe comparisons of teachers' salaries or associations with hand and\ntrade workers, because our proper basis of comparison on any score is with\nthe learned professions to which we rightfully belong and in which our\nmembership will be acknowledged when we learn to respect ourselves as\nprofessional workers. But just for once in this matter of meeting associational financial needs, I shall tell you a story of the early days of the garment workers' union. I happened to be especially interested because many\nof the girls had been pupils of mine in an evening high school. I shall\nnever forget the decision they made that their leaders must have plenty of\nmoney to meet any emergency and that a tax would be paid by each one,\nfar larger in proportion than any teachers' association then paid and larger\nthan most do even today.\nTeachers' associations' dues are almost universally too small, and also\n\nthe association reckons its income as if one hundred per cent of a given\ngroup had paid dues, forgetting that this never happens. The basis of\ncalculation is too often an immediate need and omits to consider future\n\nprofessional expansion. Several factors have produced this situation :\n1. Suspicion of the purposes for which money may be used, this being often\nincited as a means of blocking the growth of an association by sinister influences already referred to. 2. Inexperience in club life and general\norganization customs, due largely to the youth of the majority of the\nteachers and to the fact that women have only within recent years shared in\nclub experience. 3. Social factors, some due again to old ideas regarding\nwoman's opportunities, some due to lack of appreciation of teaching as a\npermanent professional career.\nThe method of collecting dues has also been a difficulty in the financing\nof teachers' associations.\n\nThere has been a remarkable looseness with\n\nregard to this. Many teachers do not remember what association they\nbelong to. Many do not know when dues are supposed to be paid. Many\nteachers slip around among different associations from year to year, paying\ndues in one this year, in another next year, back to the first in the third\nyear, leaving unpaid dues for the intervening year, seemingly ignorant of\nthe inviolable club rule that they are debtors for that second year and\nhave no right to membership privileges in the third year unless they do pay\nup for the intervening year. Some teachers will angrily assert that they\nhave paid their dues in one organization and their investigation will disclose that they have paid dues to the collector of some organization, carelessly, blindly, only anxious to get the interruptive collector out of their\nclassrooms. Sometimes they pay dues to insistent teacher collectors and\n\n"}
{"page": 151, "printed_page": null, "text": "126\n\nNATIONAL EDUCATION ASSOCIATION\n\nthen find that they have no money left to join some organization of infinitely greater value.\n\nTo remedy this situation many places are adapting the budget plan for\ncollecting dues for all associations at the same time, usually the early fall.\nUnder this system, the teachers are provided with a list of National, State,\nand local associations, together with the dues for each. They check on\nthis list the desired organizations and calculate the total cost. They there\ngive the list with name signed and a check or money order to someone\ndesignated for the purpose, usually the clerical assistant or the school\ntreasurer if the school has one. This person sorts out the names signed\nup for each association and sends to each the appropriate list and the amount\nof dues. Thus the question is ended for the school year. If any new\nrequest is made thereafter, it is not for any organization on the list given\nto the teachers.\n\nAsixth cause for loss of respect and influence for teachers' associations\nis lack of a definite aim and a well-understood program of action. Too\noften salary increase has been the only motive prompting the formation\nof an organization. While combination for salary increase is legitimate\nand is always an effective instrument with which to begin an association\nit does not provide for permanency of organization, and it may even defeat\ncombination for professional aims or for the goal already described as that\ntowards which all teachers in America should strive.\n\nThis frequency of salary increase as the motive prompting organization\nis responsible for the short life and small influence of many teachers' associations, for the need to have a newly organized group for action as each\nemergency arises, for the ease which persons with selfish aims can sometimes\nmanipulate a teachers' association for their own purposes.\nThe seventh and last I shall name of the difficulties which give sinister\ninfluences against American education is a failure to regulate the distribution of voting power in a teachers' association. This makes it possible for\nschism to arise or to be precipitated by those desiring to obstruct united\naction by teachers. It makes it possible to sit rank against rank, sex against\nsex, city against rural sections, by intimating to the one that the association\nis being run by the other. Sometimes factional control actually does occur.\nSometimes an organized minority defeats the real wishes of the membership.\nSometimes a group having a numerical majority rides roughshod over the\nrights of groups necessarily small in numbers, but possibly better informed\nthan the numerically larger group.\nAll of these seven conditions are capable of correction by teachers themselves right within the organization itself. If any one of those conditions has brought about a complete loss of faith in the association and it\nlacks trusted leadership, discard it. Have a new deal and begin over.\nWhether the correction be attempted within the association or whether a\nnew organization is made, these seven conditions must be met.\nIf rumors are circulated discrediting the officers of your association, cry\n\n"}
{"page": 152, "printed_page": null, "text": "GENERAL SESSIONS\n\n127\n\nthem down-the rumors, not the officers. In the majority of men's clubs,\nthe members struggle strenuously at election times, but the election settled,\nthey give the officers selected by majority vote complete confidence. In\nmany teachers' organizations, the election is neglected and then the officers\nare treated like targets to shy a stick at. Select your officers.\n\nBUILDING THE CHILD'S PHILOSOPHY OF LIFE\nJ. O. ENGLEMAN, SUPERINTENDENT OF SCHOOLS, TERRE HAUTE, INDIANA\n\nThe topic assigned to me presupposes that children do gradually fashion\nsome sort of philosophy of life; that this philosophy is one of the most significant facts in their lives; and that parents and teachers have a joint responsibility in seeing that its fashioning shall result in a philosophy in\nharmony with the best which they have known and tested.\nThe most I can hope to do is to suggest some of the elements in such\n\na philosophy, and some of the means most likely to avail in stimulating\nand directing its growth.\nMay I postulate as the first element to teach a child, that this is a moral\nuniverse; that there are evil forces at work warring against this moral\n\norder; that a normal individual's happiness not less than society's good is\nbest promoted through an alliance of one's influence and energy with this\nmoral order. Denton J. Snider, in his philosophic commentaries upon\nDante's Divine Comedy, speaks throughout their pages of a World Order ;\n\nthe Greeks, in the great tragedies of Sophocles and Euripides, portray the\ndoctrine of an avenging Nemesis; the Hebrews of ancient days inspired the\nbelief in Retribution, a retributive justice. But whether we call it World\nOrder, Nemesis, Retribution, or God, there is obviously, through the ages\n\n\"one increasing purpose\" running, to see, know, and square life with\nwhich multiplies an individual's satisfactions and adds to the good of the\n\nworld. \"Whatsoever a man soweth, that shall he also reap\" may safely\nbe taught to children, with enough of illustrations and practical applications in the physical, intellectual, social, and moral realms to grip the child's\nthought and feelings as well.\nA second element in a rational philosophy of life worthy of passing on\nto a younger generation is that the virtues enjoined by teachers and parents\nare not mere restraints and fetters interfering with freedom and happiness\nbut are of their essence. Men have tasted every cup. The human race\nhas tried almost every rule of life. The world has learned that racial wellbeing demands that one shall not kill, steal, commit adultery, lie, be\n\ndrunken, be lazy, hate his fellows, \"for with what measure ye mete, it\nshall be meted unto you.\" It has learned, even though individuals often\n\nforget, that the Golden Rule works. Children must be taught to test the\nmorality of an act having a social bearing in the light of universality. If\n\n"}
{"page": 153, "printed_page": null, "text": "128\n\nNATIONAL EDUCATION ASSOCIATION\n\neverybody were to do it, would it make or mar happiness, save or destroy\nsociety, free or enslave the individual, promote or retard civilization ?\nOur institutions are built upon moral foundations. They could not\n\nendure upon others. The State guarantees protection of life and property\nto its people on the assumption that they will be loyal to it, obey its laws,\npay a just share of taxes for the exercise of its functions, coöperate in various\nactivities for the common good. Were most citizens to refuse to do these\nthings, anarchy would result. The State would cease to be.\nBusiness, too often unethical, no less surely rests upon a moral foundation. Men borrow money, secure credit, enter into contracts, buy, sell,\nexchange, plan for the future, because they believe other men will be as\ngood as their word, do what they promise, and do it when they promise to\ndo it. If most men were dishonest, unreliable, immoral, business would\ncollapse immediately. Every business transaction and institution is a standing challenge to the trust that men have in each other, and many of them\nare monuments to integrity as well. Dishonesty, trickery, breach of faithstill too common-are after all exceptional and not the rule in business.\nThe home is an institution built upon mutual love, trust, faith, industry,\ncoöperation, concession. Without these it fails. With these it withstands\nthe rudest shocks of poverty, sickness, or other adversities. Divorce, infidelity, abandonment, eternal triangles of these we read daily. So do\n\nwe read of murder, robbery, bandits, bootleggers, and law-breakers and\nlaw-breaking of a varied type, but these constitute news merely because\nthey are not the rule. We may thank God and the moral foundations of\nsociety that they are still uncommon enough to seem to deserve a shocking\nplace and a bold-face heading on the front page of our dailies.\nSuch truths as the foregoing need teaching to our children in the effort\nto develop in their thinking a wholesome philosophy of life. The home\nought to do it. The intelligent home can do it more effectively than church\nor school is able to do it. But home, school, and church will probably\nneed to reinforce each other with such teaching. Certainly we need to see\n\nthat the child's philosophy isnot fashioned by the cynic and the pessimist,\nand no less that his own immaturity and inability to see the deeper currents of real life beneath the flotsam and jetsam of sensationalism do not\nresult in a mistaken and cynical attitude towards the verities of life.\nAs teachers we are always confronted with the question, \"Just what\ncan we do that will have the most helpful bearing upon a child's moral\nlife ?\" Unfortunately, the question is not yet answered, though we do\nhave a number of partial answers . Insofar as moral character or a moral\n\nphilosophy is related to or dependent upon habit, we are upon fairly sure\nground. The late William James taught the world the laws of habit.\nCertainly he popularized them. His teachings seem to be no less pertinent\nto habits in the moral than to those in the intellectual realm.\n\nBut whatever may be the need of other means and agencies, the contagion\nof example seems to be one of the surest in touching the mainsprings of\n\n"}
{"page": 154, "printed_page": null, "text": "GENERAL SESSIONS\n\n129\n\nlife in children. A child cannot well understand goodness or patriotism\nor vice in the abstract. But he does respond to a good mother, a patriotic\nman, or a vicious associate. There is a touching plea and a sobering responsibility in the readiness of children to idealize and follow teachers and\nparents. Indeed, a child who is not estranged by some unfortunate circumstance or act is likely to attribute to his hero a number of virtues he\nnever possessed and be attracted to him by reason of these fancied virtues\nuntil the day of possible disillusionment comes. The same tendency carries\nover to the heroes of history and of fiction. What teacher of us does not\nrecall the hurt he felt on learning that Washington, or Webster, or Lincoln actually had certain very human frailties in spite of the perfection\nwith which we earlier invested him ?\n\nThe true teacher teaches much by indirection. There is an unconscious\ninfluence emanating from him. What he really is and profoundly believes,\nhis faith in God, his faith in his fellow-man, his spirit of tolerance, his\nbelief in the principles of democracy applied to government and not less\nto industry, his abhorrence of evil, his purity of thought as well as speech,\nhis optimism, his wholesomeness, these will crop out, if he have them, and\nattract by their genuineness and lack of ostentation. They will greatly\nhelp in determining the philosophy of pupils long before the latter could\nformulate any statement of that philosophy.\nThe desire and struggle for money all about us has a large part in shaping every child's attitude toward life, and his appreciation of life's relative\nvalues. What he sees and hears and reads daily does much to lead him to\nbelieve that wealth is the principal thing. Its allurements, the comforts\nand pleasures it may bring, he cannot fail to see. What he may not see\nwithout aid is the pain, the worry, the sorrow, the loss of self-respect, the\nemptiness of life, the harvest of barren regrets that may attend ill-gotten\nriches, or those for which the best things in life are sacrificed. Goldsmith\nwould remind him that\n\nIll fares the land, to hastening ills a prey,\nWhere wealth accumulates and men decay.\n\nA greater teacher would tell him that \"Life does not consist in the\nabundance of the things one has.\" We need to help him to see and feel\nsome of the thrill and joy of those who lived and served for the good\nthey could do, and not for the reward they got. Pasteur, great scientist,\nbenefactor of his race, poor in purse, simple in his tastes, religious in spirit,\nhappy in his study and his service; Grenfell, physician, missionary, friend,\nliving a life of hardship and danger in Labrador because its people need\nhim ; Kennedy's Servant in the House, displaying and dispensing more\njoy inhis humble calling than did the bishop, his brother; Socrates, calmly\ndrinking the cup of hemlock while discussing immortalty; Jesus, showing\nhow to live for others, then teaching the same lesson through his deaththese examples and scores of others may properly be used to impress upon\n\n"}
{"page": 155, "printed_page": null, "text": "130\n\nNATIONAL EDUCATION ASSOCIATION\n\nyouth the lesson that life is not necessarily sordid and selfish. Men do\nlive for great riches, but youth may be shown that many would still rather\nchoose a good name. Men do think little save of what they can get, but as\ntruly do men live to give. There are selfish souls about us, unresponsive\nto the cries of a needy world; but there are generous souls, too, not only\nheeding the cry from Macedonia for help, but the cries from every other\nland under the sun. Among my personal friends I number some who serve\nin India, some in China, some in Persia on the Euphrates, and some in\nthe Near East. But the place matters not. It is the will to serve that\ncounts. What we owe to youth is the lesson that the spirit of service is\nstill alive in the land. Many of our colleges even are buoyant with it.\nNo philosophy of life would be true if this fact did not enter into its\nmaking.\n\nIn closing, may I call to your attention the words of the eminent French\npsychologist and philosopher, Le Bon. We should hardly expect such a\npronouncement from this source. Coming as it does from the pen of a\nFrench philosopher, it is the more significant. In his recent book, \"The\nWorld in Revolt,\" he says in an early chapter that \"The principal function\nof education should be to create those habits which are the guides of everyday life,\" and he closes with the declaration: \"Our future place in the\nworld will depend upon the quality of the children now growing up.\nThe future will belong not to the peoples whose intellect is greatest, but\nto those whose character is strongest.\"\n\nHOW THE TEACHER MOLDS CHARACTER\nJESSIE GRAY, PRESIDENT OF PENNSYLVANIA STATE EDUCATION ASSOCIATION, PHILADELPHIA, PENNSYLVANIA\n\nUnless a teacher has the skill to answer to this question in his heart,\n\nthrough the love of children, he has become as sounding brass, or a tinkling\ncymbal.\n\nThe essence of teaching is influence, and unless a teacher can cause a\n\"flow into\" another soul of a desire to be had and do, he cannot be called\nsuccessful . Teaching facts does not create character, although teaching\n\naccurately helps in the approach to honesty. However, to be mother of\na child's character one must be rather than know. Soul hunger, soul\nnourishment, soul assimilation are not ministered to by intellect-but from\nsoul health and soul strength dedicated to the service of influence. A trait\n\nof character that enlists approval inevitably compels imitation. Much has\nbeen said and written recently about methods of instruction. There has\nbeen a renaissance of educational methods and yet Dr. Bagley tells us that\nthe crime wave is higher in the United States than in any nation-that the\n\ncriminal age is younger in the United States than in any other land. We\nare appealed to as educators to suggest a remedy. Remedial measures for\n\n"}
{"page": 156, "printed_page": null, "text": "GENERAL SESSIONS\n\n131\n\nsuch conditions are essential and should demand more thought than\n\nmethods of imparting subject matter. Project methods, socialized recitation, motivation are all intellectualized instead of spiritualized. Poor\nRichard said, \"Take care of the pennies and the dollars will take care of\nthemselves.\" I might paraphrase and say, \"Take care of the spiritual, and\nthe morals and methods will take care of themselves.\"\n\nI am not pessimistic, but I can look verities in the face and say they are\ntrue. We have cared more for the externals of education recently than\nfor the essentials. We have built greater barns and spent more money\nfor education, butGod is going to require of us not the extent of education,\nbut the harvest of education .\n\n\"To yield an abundant harvest, education must be a kind of religion to\n\na teacher. It is only a man who holds a conviction that can fight to a\nfinish for a cause; and the individual character of a teacher shall do more\n\nfor his harvest than the thing that he teaches. A strong character breeds\nstrength in others, and a luminous head makes all round it luminous .\n\nThomas Arnold, of Rugby, was a great scholar and a great teacher, but he\nwas a greater man ; and because of his manhood-greatness and its great accomplishments he is known and cherished wherever the cause of education is\ndear. We cannot recall too often that the schooling which educates the\nintellect is desirable, but the schooling which sweetens the heart and forms\nthe character and educates the soul-powers is indispensable. Almost everything that the teacher gives from books is forgotten in the stress and strain\nof life; but the influence of a high-bred, generous-hearted, humanityloving, sympathetic teacher is the next most important thing that is bred\nin America, for it is the next most powerful lever in raising the manhood\nand the womanhood of America-next always to an educated mother. \"\n(Henry Klonower.)\n\nIn suggesting a remedy, we must select teachers more wisely-not allow\nall who will to be trained, but those whose lives have shown preparation\nfor the rare privilege of \"exampling\" the youth.\n\nThose finer souls in\n\nour high schools who are thorough, earnest, who scorn to cheat either\nthemselves or others, who are industrious, unselfish, good to live with.\nMark them as educators and select them for the finest service that offers\n\nto humanity. Then stress the spiritual side of education-instead of rating\n\nfor excellence in geography, history, and other academic branches. Let\nthose be the things that minister to growth in industry, honesty, carefulness, obedience, promptness, perseverance, contentment, decision, helpfulness, ideals, justice, patriotism, resourcefulness, self-control, self-reliance.\nNext year, I shall begin my work by asking each child to make a card in-\n\ndicating the traits he would like to have for his own, to check up on the\nthings that help him win, and to check also the things that have helped\ndefeat him. This will motivate his own growth and project his problem of\ncharacter building into the realm of things that merely minister to growth\n\nin grace: Studies, plays, home life, and school life. I shall try to have\n\n"}
{"page": 157, "printed_page": null, "text": "132\n\nNATIONAL EDUCATION ASSOCIATION\n\nmore time for the confidential heart-to-heart talks that I realize have\n\nbeen crowded out by the scramble for subject matter.\nAwell-informed mind is a good thing, but it is not to be compared with\na well-formed character. The child must increasingly have his activities\nmotivated, so that they promote not only his intellectual, but far more, his\nmoral and spiritual well-being. Asking the child to enumerate the desired\ntraits will put the sanction in each case within the spirit of the pupil and\nwill not superimpose our wishes upon an unwilling pupil. Let me say,\nhowever, that I should not fail to dominate one whose sad heritage is to\nbe at variance with honesty, promptness, diligence, self-control. He must\nbe held to the trellis of some one else's strength of character till the time\ncomes when he can stand alone, or in the face of the Eternal Judge. A\nteacher can say, \" I did my best,\" for we are positively responsible as educators for his failure or success.\n\nGuidance is only effective when objectives are set up and plainly visible.\nFor this reason it is essential to construct in the soul of the child a stand-\n\nard of spiritual and moral excellence toward which all subjective and objective forces at work on the child may move, and he must see the goal at\nfirst and learn to have faith in it later when greater difficulties are to be\novercome and it is befogged by doubt. The aim of education should be\n\nskill in living. Acquiring skill in living is continuing one's education .\nIt is leading out of a life to a fuller usefulness. Have you as a teacher\nlearned a skill in honor ? Show your skill, not as a circus spectacle, but as a\ngracious influence to see another try, to cheer his effort, to help in time of\nfailure, till at last his success cheers him and you.\nHave you as a teacher learned a skill in self-sacrifice and abnegation ?\nShow your skill, not as a spectacle, but as a hidden, but not the less\nforceful spirit, that sees another try, cheers his effort and helps in time\nof failure to be glad to try again. That is lighting a torch for another\nto see the way and to arrive at length. \"As one lamp lights another, nor\ngrows less, so nobleness enkindles nobleness.\"\n\nHave you, as a teacher, learned a skill in smiling in disappointmenta\nskill in being brave in defeat ? Show your skill not as a comedian, but as\nan invincible optimist. Show your students how to go smiling through.\nHave you, as a teacher, learned a skill in being honest in word and\ndeed and thought ? You can't help passing on such a contagion, for, thanks\nbe, good life and morals are also contagious. So you see I am stressing\nnot only the method of instruction, but more than that the kind of teacher\nwe provide for our children-not only method and teacher, but the subject matter for character building. The method should be :\n1. Positive (do-active ) ; not negative (don't-passive-penalized) .\n2. Continuous (do) ; not capricious (don'ts ) .\n3. Concrete (doing-stories ) ; not precepts (maxims-mottoes ) .\n4. Train judgment and will-power.\n5. Develop faith through skill in doing.\n\n"}
{"page": 158, "printed_page": null, "text": "GENERAL SESSIONS\n\n133\n\nBe good, sweet maid, and let who will be clever,\nDo noble things, not dream them, all day long,\nAnd so make life, death, and that vast forever\nOne grand sweet song.\n\nSo in our effort to develop character we must develop :\n1. The knowledge of what is right.\n2. The will and desire to do and continue the doing.\n3. The faith in the growing skill of acting rightly.\n4. Desire to dedicate that skill to the service of others.\n\nThis, it seems to me, interprets feeling, knowing, willing, and motivation in our thoughts about the development of morals and character-building.\n\nTHE MORALS OF MODERN YOUTH\nHENRY NOBLE SHERWOOD, STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION, INDIANAPOLIS, INDIANA\n\nOne of the most appalling facts in our social order is the prevalence\nof crime among the young people. The records of Marion County show\nthat the majority of lawbreakers in that county are from eighteen to\ntwenty-two. From all parts of our Union reports indicate that youth is\nthe criminal age.\n\nThe remedy for this condition is to find the cause or causes underlying\nit and to direct our energies to remedial measures. The causes may be\ngrouped under three heads : Too much commercialized entertainment,\nlack of parental interest and authority, and need of religious atmosphere\nand education .\n\nIt is natural for youth to play. This instinct is seen in all animal life.\nThe lambs on the hillside and the colts in the meadow both testify to\nthe play life of youth. Boys and girls need to play. They must have\nrecreation and entertainment. Business knows this characteristic of youth\nand has capitalized it. We see evidences of it in dance halls, poolrooms, and\nmovie theaters. Business has too often built its program on the principle\nof obtaining financial returns. It has ignored the element of characterbuilding and therefore lowered the standards of recreational life.\nThis business has made a survey of 37,000 high school students in\nseventy-six cities of our country in order to find out the number of times\nper week boys and girls attend the movies. In their magazine regret is\nexpressed over the fact that these young people attend the movie on an\naverage only about once per week. The movie magnates are interested\nin obtaining more frequent appearances at their shows. Their audience\nis composed of people between the ages of ten and forty-nine; one third of\nthem are under nineteen. Hence the appeal to high school boys and girls.\n\n"}
{"page": 159, "printed_page": null, "text": "134\n\nNATIONAL EDUCATION ASSOCIATION\n\nWhat we need is to take the money-making interest out of entertainment\nand place it upon the principle of character-building. To do this churches\nand schools must become in part responsible for it. The home, too, must\ntake its place as a producer of wholesome entertainment. And above all\nyoung people themselves must be taught to entertain themselves. There\nis the appeal of art and nature, of music and reading, and that most\ncharming work of culture, conversation. We need more walking and\nless driving ; more outdoors and less indoors; more entertainment leading to\ncharacter and less entertainment leading to financial reward. When we\nhave this appeal to young life, the boys and girls will be led away from\ncrime instead of into it.\n\nThe second cause of moral delinquency in youth is the lack of parental\ninterest and authority. The pressure of business, the call of society, and\nthe ease with which the usual home interests are transferred to outside\n\nagencies have tremendously broken down the home influences. When we\nrecall the paramount place which the family holds in our social order\nwe see at once that fathers and mothers must make home the most attrac-\n\ntive spot on earth, and that they must exemplify the virtues of pure manhood and womanhood. No institution is as important as the family. All\nothers must rest on it. We could dispense with the others; we could\nnever dispense with home.\n\nOn the home rests the reproduction of the race\n\nand the establishment of these elemental virtues on which a well-ordered\n\nsociety rests. Here the ideals and principles that play such an important\npart in after life are fixed.\n\nIt is because parents have failed to preserve the home as the anvil on\nwhich to beat out the elements of high endeavor and righteous achievement that our young people constitute the class from which our criminals\ncome.\n\nThe third explanation for the frequency of crime among our young\npeople is the lack of religious education among our people. The recent\nsurvey of Indiana Sunday schools shows that ninety-two per cent of our\nboys and girls have dropped out of Sunday school by the time they reach\nthe age of twenty-two. It is a strong fact that the criminal age is the nongoing to Sunday school age and non-going to church age. Protestants\nin Indiana give, on the average, twelve hours of religious instruction annually to their children. Sixty-two per cent of Indiana's population\nare not connected with any church. So long as this situation exists our\nyouth will not be saturated with that moral and religious teaching which\nsends men and women out to do their part as law-abiding citizens of\nAmerica.\n\n"}
{"page": 160, "printed_page": null, "text": "135\n\nGENERAL SESSIONS\n\nTHE PARENT'S RESPONSIBILITY FOR MORAL\nEDUCATION\nMRS. A, H. REEVE, PRESIDENT, NATIONAL CONGRESS OF PARENTS AND\nTEACHERS, PHILADELPHIA, PENNSYLVANIA\n\nThe path of progress in moral education is marked with increasing\nfrequency by signs which those who run may read. Here it is a code\nof morals to be taught in the schools; there, an order of nobility to be\nrecruited-through the schools; elsewhere a junior republic or a self-government association-operating in the schools.\nWhile these signals may display to the public on the cross streets the\ngreen light of safety, to thoughtful citizens traveling the main highway\nof general education they present the red gleam of danger. In addition\nto the regular curriculum, to which have been added in recent yearsamong other subjects-health, civics, and home economics, taken from\nthe former roster of the home, we now are thrusting upon the school the\ntraining of the child's character; or rather, the school has been forced to\nassume this burden, since the average home seems to have avoided or\nignored it.\nIt is not that parents are worse than they used to be. Like the rising\ngeneration, they are much maligned. The explanation lies in the fact that\nthe teaching profession has made tremendous forward strides in the past\nfifty years. The qualified instructor of youth today is not only a ped-\n\nagogue; he is a physiologist, a psychologist, and an administrator, while\nthe parents have remained-just parents.\nBut I am far from suggesting that the school should not teach morals.\nI believe that they should teach nothing without developing the lesson in\nmorality which will surely be involved, whether in history, geography,\nliterature, civics, home economics-even art and music.\n\nFor all these\n\nhave their moral side, as have the daily experiences in those human rela-\n\ntionships which, as the teachers is well aware, are becoming so increasngly\ncomplex in these almost too progressive days. It is, however, the right of\nthe school that it should receive from the home a scholar who has already\n\nbeen grounded not only in the laws of health but in those of obedience,\nhonesty, thoroughness, promptness, courtesy, and respect for the rights\nof others, and should therefore be required only to continue his education\nalong these lines, maintaining in its contacts with the pupil that high moral\nstandard of the home which in six years of pre-school education has become\n\nthe habit of mind of the growing boy or girl.\nIt is stated on good authority that the school has the opportunity to\ninfluence the child during but one-twentieth of his life up to the period of\nhis graduation from high school, while the home controls the balance of\nhis time. Thus is placed upon the parents the responsibility for nineteentwentieths of his moral education by means of instruction, example, and\n\n"}
{"page": 161, "printed_page": null, "text": "136\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe production and maintenance of an environment in home and community which will provide for the development of the right kind of character.\n\nParents have too long and too generally looked upon the raising of a\nfamily as a biological process rather than a moral responsibility.\n\nEven with the successful production of a physically perfect \"little\nanimal\" at school age, only the house has been built in which the man or\nwoman is to dwell. It must be furnished with a mind made keen, alert,\nequally ready with the sound body to serve that higher, indwelling personality whose influence for good or ill shall, like our own, reach down\nthrough generations yet unborn, to bear witness to the success or failure\nof the father and mother who called it into the world.\n\n\"Acts make habits; habits make character.\" Six years of the daily,\nhourly inculcation of habits, and a character is formed, with those standards of truth, honor, justice, and service which have been set before it\nby precept and practice.\nCharacter-morality-cannot be taught by\ntheory, any more than health or athletic proficiency can be acquired and\nsustained by correspondence or by verbal direction alone. \"If your path\nbe crooked, you cannot point out the straight and narrow way; the child\nholding your hand walks as you walk.\"\nTwo methods have been suggested and tried in the teaching of morals\nin the schools: One, the devotion of certain periods to instruction, as\nin mathematics, spelling, or reading; the other, the drawing of its moral\nlesson from every subject, by inference rather than by direct approach.\n\nBoth of these methods are dependent for results entirely upon the personality of the teacher, and for this reason, if for no other, the school should\nnever expect to meet with the success in character building which it\nattains in other and more standardized courses. Moreover, since morality\nor character can be developed only by means of constant exercise, the\nschool, though it may make here a valuable contribution to this phase of\neducation, cannot hope to achieve alone a satisfactory result. In moral\neducation, as in health-and the two are more closely linked together\nthan the general public recognizes observation and practice are alike\nessential. A child learns to be good by being good, and by seeing goodness in others, not by being told about goodness. If opportunity for exercise in good habits is given during only one-twentieth of his educational\nperiod, it is vain to look for a finished product at the end of his school\ncareer.\n\nIn this department of education as perhaps in no other to the same\ndegree, is the coöperation of home and school so absolutely a sine qua non.\nIf the home is giving the right kind of individual character trainingand let us say it with thankfulness, there are many so doing-then the\nschool has its definite task of supplementing that education by the teaching of group morality-the general application of personal integrity,\njustice, and helpfulness to the civic relationships of the classroom, the\n\n"}
{"page": 162, "printed_page": null, "text": "GENERAL SESSIONS\n\n137\n\nathletic field, and the other activities of school life. If, on the other\nhand, the teacher finds that the parents have failed to recognize and\n\nassume their responsibility-and the child tells so plainly the story of\nthe home then by the school must group morality be driven back into the\nhome, and as far as possible must the child be led to grasp its application\nto everyday conditions. Here by the development of coöperation between\nteacher and parent, the father and mother may be aroused to a sense of\ntheir shortcomings and may be led to offer regular and consistent opportunity for practice in good habits as well as a better example of them.\nPerhaps one explanation of so much shifting of moral education to the\nschool program may be found in the fact that it is easier to live on the\nheights for six hours than for eighteen, especially when, as in the case\nof educators, a certain amount of group psychology lends its support as a\ngeneral rule to the rôle of Mentor as played by the teacher. Certain\nqualifications are looked for by the pupils, and any successful magician\nwill tell you that an audience is most easily made to think it sees that\nwhich it expects to see. A teacher is ex-officio expected to be just, calm,\nalmost omniscient, and in matter of discipline-supported by the dim\nshadow of the principal's office in the background-omnipotent. The\nteacher is subject to righteous exasperation, under provocations almost\nbeyond endurance, it is true; but a degree of support is always supplied\nby the non-exasperating, non-provoking majority, when the instructor has\nwon the loyalty of the scholars, and a part of the solution of many a\ndifficult situation comes from the habit formation in the group, which\ntends to maintain balance and restore order.\n\nIn the home, on the contrary, this powerful auxiliary is lacking. There\nis an almost continuous close-up of every situation, every act. It is difficult\nto maintain equal poise, a judicial attitude of mind, in a varied group\nranging from a possibly tempermental paterfamilias, whose office day\nbegins at the breakfast table to cast its shadow before, in the tensing of\nnerves and muscles to meet the strain of the office or the mill, to the baby\n\nwho has become the insatiable explorer, and who, cheerfully, aggressively\ncompanionable, is underfoot well-nigh from sunrise to sunset, while in\nbetween will be found, perhaps, a run-about, one or two grade school\nyoungsters, and a high school student. From early rising until the final\nbedtime this ungraded class must be taught, not a prescribed amount of\ngeography or mathematics by a given method in a given time, but to eat\n\nproperly the suitable food which must be provided; to wear, with some\nregard to weather conditions rather than fashion, the clothes which have\nbeen made or repaired or altered for them; to lend a reasonable amount of\n\nnot too destructive assistance in keeping an orderly and sanitary home.\n\nThere will be supplementary courses in thrift, in home economics, in art,\nand in music, while in the hours not thus occupied the average mother is by\npractice maintaining her own proficiency in cooking, sewing, and possibly\n\nwashing and ironing. The parent-teacher is called upon to create as well\n\n"}
{"page": 163, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n138\n\nas to restore peace and that intangible something known as \"atmosphere,\"\nas well as clothes and meals; to serve as an auxiliary to the school in\nthe hours devoted to home study, and through all, to carry on the teaching\nofthat morality which must be the undertone of office work and housework,\nof recreation and of leisure, if our boasted civilization is to survive and to\nprosper.\n\nFor the morality which is preached and not practiced is as\n\nsounding brass in the sensitive ears of the child.\n\nThe character which\n\nwins and holds his respect is that which shows itself in sincerity. In\nunselfishness, in patient service, \"in all the little, nameless unremembered\nacts of kindness and of love\" which go to make up the sum total of a\nreal home, and which, carried over into the school, will be found to connect\nwithout a break with those qualities demanded for the production of good\ncitizenship.\n\nTo say that within the home should rest the entire task of moral training would be no more just than to say that the whole burden of scholastic\neducation should be laid there. But its place in character building is clearly\n\ndefined, except under extraordinary conditions. It is fundamental, and\nthat of the school should be auxiliary to it. This is the ideal, though we\nare unfortunately far from attaining it. But recognition is a step in the\nright direction, and through the increased coöperation of these two powerful agents we may hope to reach a satisfactory adjustment.\nThis one point should be especially emphasized and driven home: Moral\neducation which is one-sided and not coöperative is not education; it is\nmerely instruction. The only way to assure constant and consistent\ncharacter training is to bring home and school together,to adopt a standard\n\nequally applicable to both, and then by the teaching and example of parents\nand teachers to bring about the proper apportionment of our common\nresponsibility.\n\n"}
{"page": 164, "printed_page": null, "text": "GENERAL SESSIONS\n\n139\n\nMORAL CODE FOR CHILDREN\n\nW. O. SAUNDERS, ASSOCIATE EDITOR, COLLIER'S WEEKLY, NEW YORK CITY\n\nThe favorite indoor pastime of adult Americans is making laws and\nrules for the regulation of the life and conduct of other Americans. Everybody knows exactly what's wrong with the other fellow and is ever ready\nand eager to set up a code of morals for him. This, perhaps, helps to ex-\n\nplain why in all its many years of usefulness Collier's, The National\nWeekly, never hit upon anything that met with so much favor from its own\ngreat family of readers and the public generally, as has its \"Moral Code for\nYouth.\" A third of a million copies of Collier's Moral Code in a large\nilluminated form suitable for framing have gone to American school super-\n\nintendents and teachers for classroom display within the past six months .\nThe Collier's Code promises to be the basis of character education in a\nhalf million classrooms within a year.\nThe idea of setting up a code of morals to be taught to children has met\nwith a country-wide and hearty response of approval from a people within\nwhom the law-making instinct is peculiarly vigorous. It seems so easy\nand so proper to make rules for children; we can try anything on the kids\nbecause they can't talk back to their elders; and when we are making rules\nfor the kids we are sparing ourselves or may think we are.\nBut Collier's has no false notions about its moral code for youth. Collier's doesn't believe children of today are nearly so bad as their forbears\nwere when they were children. Some of us grown-ups on Collier's shudder\nindeed to think how bad we might have been in our youth had we had\n\nthe many incentives and invitations to immorality that afflict the youth\nof this generation. I can imagine what I would have been as a boy if I\nhad had access to the sex movies and pornographic prints of today, plus\nan automobile and a hip-pocket flask of bootleg liquor to operate with in\ntrying out the suggestions obtained from the screen and the news stand.\nBut Collier's was convinced of the need of a simple, sincere, understandable code of morals for young people, written out of the very record of\nuniversal human experience and stripped of all controversial suggestions—\na code that would be acceptable to people of every religious faith or of\n\nnone. We enlisted the aid of many of the best religious, pedagogic, ethical,\njudicial, and practical business minds of America and sought the suggestions of thousands of serious-minded fathers and mothers.\n\nThe moral\n\ncode for youth is the quintessence of the best thought of all these minds .\nAnd that is why the code stands up and is given place in so many thousands\nof classrooms in every State in this United States.\n\n"}
{"page": 165, "printed_page": null, "text": "Reports of Committees\nREPORT OF ILLITERACY COMMISSION\nCORA WILSON STEWART, FRANKFORT, KENTUCKY, CHAIRMAN\n\nThe Illiteracy Commission was created in 1918 when the War aroused\nthe Nation to the extent of its illiteracy problem. The Commission was\n\ncontinued from year to year until July, 1925, when by vote of the Representative Assembly, its work was transferred to the Department of Adult\nEducation.\n\nINTRODUCTION—The Illiteracy Commission of the National Education Association reported at the Des Moines meeting in 1921 on the\n\neffects of illiteracy, at San Francisco in 1923 on the extent of illiteracy\nand at Washington, D. C., in 1924 on the ignorance of the public on the\n\nproblem at the outset and the apathy the Commission found and its efforts\nto overcome these. This report purposes to set forth the work that is being\ndone in certain of the States\n\nsuch as are outstanding-to give expression\n\nto the thought of leaders in this field of education and to point out some\nnew fields of opportunity that are opening or might be opened up.\nREPORTS\n\nOF\n\nSTATES\n\nALABAMA-While doing an excellent piece of work among illiterate\n\nwhites Alabama excels in the education of negro illiterates and in the opportunity which she is giving to negro leaders to minister through this\nmovement to their own race. During the year 1924, 79 schools were conducted in this State for white illiterates and 153 for illiterate negroes.\nThe number of adult negroes enrolled and taught was almost double the\nnumber of whites. It must be remembered, however, that the percentage\nof illiteracy in Alabama is considerably higher among negroes than whites.\nA report prepared by Miss Clutie Bloodworth, State Director of Excерtional Education, appears below :\nThe executive committee of the Alabama Education Association, at its annual\nmeeting in November, 1914, adopted as a campaign slogan for the year \"Illiteracy\nin Alabama-let's remove it.\" On February 9, 1915, a bill authorizing the creation\nof the Commission for the removal of adult illiteracy having been passed by both\nhouses of the Legislature was signed by Governor Henderson.\nThe reasons for much of the illiteracy in Alabama and the type of men who are\n\nilliterate was evidenced in the speech of G. W. Johnson, a man fifty-seven years\nold, who was taught to read, to write a letter, and to add his cotton crop. Mr.\nJohnson spoke to the Alabama Education Association and began as follows:\n\"Ladies and Gentlemen : I am slow to think and very awkward spoken; am an\nuneducated man raised up in the woods right after the Civil War. Three families\n\nlived in five miles of us and I was raised up almost wild, growed up and married\nyoung; raised eleven children but had ambition enough to give them an educa\n[\n140]\n\n"}
{"page": 166, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n141\n\ntion, and the way I managed to give them an education if there wasn't public\nschools I hustled around and gave part of my earnings to a teacher to teach them.\"\nMr. Johnson tells how his wife persuaded him to attend the moonlight school\ntaught by the county superintendent and of his first attendance : \"I started out and\n\nas I started I thought this : Well all this fifty-seven years is past and I have\nraised eleven children and the baby boy now in the fifth grade and here I am,\nI can't write my name and I went on to the schoolhouse. This was as dark to\nme as midnight and no moon and me blind.\"\nAnd all Alabama began to think on her illiteracy and Mr. Johnson's robust\nspeech gave utterance to a State's amazement at her own course.\n\nThe Alabama Illiteracy Commission functioned until 1919 when by legislative\nenactment the Division of Exceptional Education was created as one of the co-\n\nordinate divisions of the State Department of Education. An annual appropriation of $12,500 was provided for conducting adult schools which under the law\nmust be matched dollar for dollar by funds raised from other sources . All illiter-\n\nate and near illiterate persons sixteen years of age and over are eligible for\nenrolment in these schools, which may be organized in any county where a fund\nis provided to match State aid.\nThere are 67 counties in Alabama and from 1915 to October 1, 1924, schools\nfor white illiterates were held in 53 counties and in Mobile and Birmingham,\nand enrolled 18,216. Thus a record of 34,785 illiterates and near illiterand have enrolled 18,216. Thus a record of 34,785 illiterates and near illiterates in the schools has been made but many more have been taught in the\nhomes, in small free schools not reported to the State, and in schools maintained\nby the corporations without State aid and unreported. More counties would have\nopened schools if the county boards of education could have had funds available\nto match the State appropriation. The Alabama Federated Clubs have contributed\neach year to what is known as a special fund and from which counties have\n\nrequisitioned sufficient to match the State appropriation or to amounts to supplement the county appropriations. This contribution in 1924 was $5,109.84. The\ntotal expenditure for the removal of illiteracy in 1923-24 was $ 15,770.62.\n\nFourteen counties have been selected for schools for adults this year ( 1925 ) .\nIt is the purpose of the division to work in all the counties by 1930. The State\nmakes an appropriation of $600 to each of the fourteen counties requiring the\n\nfunds to be matched by appropriations either by the County Board of Education\nor by private subscription. This gives a minimum of $1,200 for six weeks of\nschool in each of the fourteen counties. An education council is to assist the county\n\nsuperintendent in making a survey of the educational needs of the county, giving\npublicity to the same, and raising funds for the schools for adults . One county,\nTallapoosa, has been chosen as a demonstration county for five years' work. It\nis the hope that in five years illiteracy will be absolutely stamped out in this\ncounty.\n\nAn education committee of seventy citizens is behind this experiment with the\ndepartment of education at the University of Alabama ready with advice to the\n\ncouncil.\n\nThe agricultural department of the Alabama Polytechnic Institute has\n\nplanned to coöperate with the fourteen counties to this extent; a definite course\n\nof study has been planned, with the help of the extension service, which includes\nscreening the house, bread making, butter making, the piping of water to the\nhouse, and films on the subjects that immediately affect the people of limited education. All the courses presented will be presented again in a bulletin illustrated,\n\nwritten in sentences, vocabulary, and printed attractively for people who are\nslow readers. The State Board of Health will put over a similar program\nwith a primer of health written especially for these schools. These bulletins\nare experiments that have never been tried so far as I know.\"\n\n"}
{"page": 167, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n142\n\nARKANSAS-This is one of the most alert and active States in the\n\nwarfare on illiteracy. The slogan, \"Let's Sweep Illiteracy out of Arkansas ,\"\nhas been carried with enthusiasm into every county and practically every\nschool district . All organizations have been enlisted and are coöperating.\nThe State Department of Education and the Arkansas Illiteracy Commission are going hand in hand. A course of training for teachers and field\n\nworkers is being given annually in the State University and the teachertraining institutions . One of the distinctive features of the Arkansas program is its plan of coöperative financing. The Arkansas Federation of\nWomen's Clubs shares the expense with the State, supplementing the State\ns.\nappropriation with funds to employ field workernde\nMiss Willie Lawson, deputy State superinte nt of public instruction,\nwho is in direct charge of the education of illiterates , submits a brief report\n\nbelow and a comparative study of the results obtained with and without\nthe services of field workers .\n\"Fired with a zeal to emulate the example of Kentucky, Alabama, South Carolina, and probably other Southern States , Arkansas began her illiteracy crusade.\nStep by step the work has grown until this year finds us with the work fairly well\nature created an Illiteracy Commission composed of nine mem7\nbers-eight appointed by the governor and the State superintendent of public\n\nLegisl\nishedthe\nabl191\n.\nestIn\n\ne of\nction\nensive\ntruaus\nwar. activities the commission did not begin to function\nmember\nBec\nintcio\nins\nex-offi\nuntil January, 1920. A worker was borrowed from Alabama , Miss Sarah E.\nLuther, and an effective and substantial illiteracy publicity program was proIn 1921 the commission appointed a field director for the illiteracy work and\nin January, 1922, an organizer was placed in the field . Under this system the\nwork grew , there were more people interested , more schools were organized and,\nbest of all, more actual illiterates taught. In the summer of 1923 the commission\nplaced another organizer in the field and the work increased in proportion.\n\nmoted.\n\nThe club women saw the solution to the problem-a trained worker in the field\n\nfor a certain district. There was no State fund to place the worker there, so\neach district decided to raise the money to finance a trained organizer to function\nin its own several counties. This has done more to establish the work in Arkansas\n\nard\natest\ntowng\ngreoth\nTh\nn eany\ner ste\nonep thi\n. permanency will be undertaken in the Ft. Smith school\ntha\nsystem next fall. There will be a trained teacher to look after illiteracy work\nduring the entire school term. He will look after the problem of child illiteracy\n(compulsory attendance ) during a part of his twenty -four hours each day and\nsupervise adult education during another part.\nWHAT IT MEANS TO HAVE FIELD ORGANIZERS\n\nOne month without organizersOctober, 1923\n3\n\nNumber counties reached ....\n\n4\n\nNumber schools organized .\n\n74\n\nNumber adults enrolled ...\nNumber illiterates taught .\n\n11\n\n"}
{"page": 168, "printed_page": null, "text": "143\n\nREPORTS OF COMMITTEES\n\nOne month with organizers\nOctober, 1924\nNumber counties reached .\n\n9\n\nNumber schools organized .\n\n42\n\nNumber adults enrolled ..\n\n506\n\nNumber illiterates taught ...\n\n235\n\n(Note the proportionate increase of actual illiterates taught.)\nWHAT IT WILL TAKE TO CONTINUE THE WORK FOR TWO YEARS\n\nThe plan this next year is to ask the State to take care of its illiterates in a\nbusiness-like way. We are asking the legislature for an appropriation that will\nsupport six field workers in Arkansas for the next two years-$35,940 for two\nyears.\n\nThis will pay:\n\n1\n-Salaries of State Director and six district organizers .\n2\n-Traveling expenses of organizers.\n3-All necessary printing.\n-Statistical reports and publicity material.\n5-Stenographic help.\n\nARIZONA-Arizona has gone as far toward the removal of illiteracy\n\nas to have a State illiteracy commission appointed by the governor and to\nhold a State illiteracy conference. Dr. Frank R. Lockwood, Secretary of\ntheArizona Illiteracy Commission, has carried on a very extensive campaign\nof agitation to arouse public sentiment.\nCALIFORNIA-In her Home Teacher Law, California has made one\nof the most valuable contributions to the illiteracy problem that has been\nmade by any of the States. Elsewhere in these pages appears a paper on\na California city and its plan of combating illiteracy. Similar work is\nin progress all over the State and a very complete plan was formulated\nby the State department of education in 1922, but in the absence of a\ndetailed report your commission will not attempt to go into this plan .\n\nCOLORADO-This State is carefully following the procedure outlined by the National Illiteracy Conference held in Washington, D. C. , in\nJanuary, 1924. Mrs. Mary C. C. Bradford, State superintendent of public instruction, has called two State illiteracy conferences the first of these,\nheld on April 5, 1924, appointed an illiteracy commission to study the\nproblem and report. The second, which was held April 11, 1925, was at-\n\ntended by one hundred and fifty delegates, besides county and city school\nsuperintendents. Hon. Jesse H. Newlon, President of the National Education Association, participated actively. The conference decided on three\n\ndefinite objectives for the present the legalizing of its illiteracy commission by executive order or appointment, the creation of a State supervisor\nof adult education attached to the staff of the department of public instruction, and the passage of a literacy test law for new voters. The illiteracy commission and a new committee on illiteracy created by the\n\nState teachers' association were instructed to coöperate in bringing these\nmeasures to pass.\n\n"}
{"page": 169, "printed_page": null, "text": "144\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe conference decided to ask all teacher-training institutions of the\nState to prepare courses of study and to give adequate training to teachers\nwho expect to engage in the education of adults .\n\nA number of organizations and individuals reported to this conference\nthat they were maintaining schools for illiterates. These conferences have\nbeen financed by voluntary contributions.\nUnder date of March 14, 1925, Mrs. Mary C. C. Bradford wrote :\nThe illiteracy work in this State might be prosecuted so much more effectively\nwith a State supervisor attached to this office. However, the interest in the\nilliteracy campaign continues to increase, and the work is progressing in a number\nof Colorado counties, which must soon lessen the number of illiterates, and in the\n\nnot distant future abolish illiteracy in this State.\n\nCONNECTICUT-Connecticut in the 1920 census had 28 per cent\nof its population of foreign birth and 68 per cent both foreign born and\nthe children of foreign born and a total illiteracy of 6.2 per cent. The\nilliteracy among the foreign-born adults was 17 per cent.\nIn 1919 the Department of Americanization was established to aid in\nremoving illiteracy and obtaining a commonwealth with a common lan-\n\nguage. During the last five years the department has employed approximately twenty directors in the larger communities whose duty has been to interest prospective pupils and obtain adequate instruction for them, and for\nthis purpose 330 teachers have been actively engaged during the past\nyear, 1923-24, with a registration of 11,481 pupils.\nUnder the definition of an illiterate by the United States Census Bureau\nas one unable to write in any language, probably not more than 10 per\ncent of the number enrolled, or in average attendance, can be so classed.\nUnder the classification by the schools whereby a pupil is illiterate until\nthe first year of elementary education is completed, approximately 33 per\ncent of such numbers are so classed .\n\nConnected with this work is a training course for teachers at the summer school at Yale, New Haven, and local institutes given for the same\npurpose. We find that the primary step is reaching the pupil through every\npossible source, and the secondary step is to give him practical and wanted\ninstruction in the proper method in order to hold his interest and attendance.\n\nConnecticut is spending for this work $25,000 per year and an additional\n$20,000 in an average attendance grant total $45,000.\n\nIn general the educational ideal of obtaining an intelligent community\nwith a common language is recognized throughout the State as the peculiar\nresponsibility of the local educational officials.\n\nA. B. MEREDITH ,\nCommissioner of Education .\nThe following extracts are quoted from a letter of instruction sent out\n\nto his subordinates by State Director of Americanization in Connecticut,\nRobert C. Deming, and approved by Commissioner Meredith.\n\n"}
{"page": 170, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n145\n\n1\n-General Duties-\n\na\n-To fill adult classes and keep them filled.\nb-To reduce adult illiteracy in every possible way.\nc-To emphasize the duties and responsibilities of citizenship to\nnative and foreign born.\n2\n-Evening School Campaigna-Newspapers-Insert notices in native and foreign papers.\nReach editors personally.\nb-Motion picture houses. Have slides introduced.\nc-Clergy interested.\n\nMake announcements. Visit class.\n\nd-Posters and handbills. Stores, factories, banks, steamship agencies, clubs.\n\ne-Factories-plant directors appointed and organization formed\n-complete index of illiterates\n-conduct plant meetings\n\n-report coöperative and non-coöperative factories to State.\nGive names of responsible factory officials.\nf\n-Interest business men's associations to visit schools.\n\ng-Day school pupils. Reach parents through children.\nh-Personal contacts.\n\nMeet racial leaders .\n\ni\n-Make schools social centers, meeting places, places of recreation.\n\nEntertain by-\n\n1-Lectures in the vernacular,\n\n2-Lessons in English ( Hygiene ) ,\n3-Motion picture slides,\n4\n-Invite local prominent Americans.\nj-Use field agent of State department to stimulate teachers and\nclasses.\n\nObjectives-Register 20 per cent more evening school pupils than last\nyear. Complete registration of illiterates and non-citizens\nin all factories and organizations.\n\nDELAWARE-On January 16, 1922, H. V. Holloway, State superindependent of public instruction, wrote the illiteracy commission, saying :\nYour compilation of illiteracy figures for Delaware was handed to the Governor\nby me today and the elimination of native illiteracy will probably be a subject of\nlegislative enactment at the next session of the Legislature.\n\nOn April 15, 1925, Dr. Holloway reported further :\nI am pleased to note that our Legislature has just passed an appropriation of\n$25,000 a year to be used for Americanization and the education of native-born\nilliterates. This constitutes the first recognition of the problem of training the\nnative-born illiterates in our State. The matter has been put in the hands of\nthe State board of education and a program will be outlined in the near future.\n\nDelaware has 2427 native-born illiterates and ranks 31st among the\nStates in its percentage of illiteracy among native born.\n\n"}
{"page": 171, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n146\n\nThe State parent teachers' association of Delaware has announced that\nits major activity for the year 1925 will be the effort to wipe out illiteracy.\nGEORGIA-\n\nThe Georgia illiteracy commission was created by an act of the General Assembly in 1919 with an appropriation of about $13,000. This fund was supplemented by nearly as much obtained through private subscriptions which were spent\nthrough about two years of active work.\nWe kept in the field from five to seven organizers and leaders who organized\n\nschools and arranged with local persons to take part, going from county to county.\nIn this way the work was carried on in 142 counties of the State, out of a total\nnumber of counties at the time of 160.\n\nAll the workers reported directly to Dr. M. L. Brittain, State Superintendent\nof Education, and the records show something like 22,000 illiterates were taught\nto read and write .\n\nCHARLES J. HADEN,\n\nChairman, Georgia Illiteracy Commission.\n\nBelow is a brief summary of the work among illiterates in Bibb County,\nGeorgia, presented by Rufus W. Weaver, President of Mercer University,\n\nand W. O. Brown, County Organizer. ( 1925. )\nThe State Illiteracy Commission, established by the Legislature in 1919, undertook to promote work among illiterates by interesting various civic and church\norganizations. Special appeals were made to each county government to appropriate funds to carry forward the work within the county. Volunteers were\nsought to teach the classes.\n\nThe Board of County Commissioners of Bibb County, in 1919, made the appropriation of $80 per month, of which $75 is paid to the organizer. The following plan has proved successful :\n1\n-Locating the illiteratesa-Through the teachers and children of the public schools.\nb-Missionary societies and civic clubs .\nc\n-Through interested individuals.\nd\n-By visiting churches of all races and denominations .\n\n2\n-Organization of Study Classa-Time and place of meeting for those who have become interested.\nb-Short talks by the organizers showing the possibilities and results.\nc\n-In case some fail to come to class appoint a teacher to go to their\nhomes and offer individual instruction.\n\n3-Appointment of Teachersa-Call for volunteers from among those who are capable. ( Teachers\nare chosen from the students of the high schools, colleges, and church\n\norganizations, occasionally a member of the family.)\n4\n-Furnishing supplies, examining the work done and giving rewardsa-Text Reading-Writing-Arithmeticby M. L. Brittain. Presented\nby the Coca Cola Company.\n\nThe report of the Bibb County supervisor indicates that over 8,000 illiterates\nhave been located and enrolled; that 5,800 have been taught to read and write ;\nthat 4,000 of this number have been taught by Mercer ministerial students.\nIlliterate classes have been held in the classrooms of Mercer University since\nthe beginning of this movement. The first class organized on the campus was\nmade up largely of the servants employed by the institution. More recently the\nclasses have been made up of illiterate whites who found it less embarrassing\nto announce that they were attending class in Mercer University than to say that\n\n"}
{"page": 172, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n147\n\nthey were being taught to read and write at some other place. The implication\nthat they were taking a regular university course seemed to relieve them of the\nembarrassment of their being listed as illiterates.\n\nA feature of Georgia's illiteracy campaign is her scholarship plan of\nraising funds, it being estimated that a three dollar scholarship will provide\ninstruction for one illiterate. This plan is definite and is proving popular.\nThe Georgia illiteracy commission is asking for an annual appropriation\nof $ 15,000 from the Legislature this year and is supported heartily by the\nGeorgia Educational Association and the Georgia Parent Teachers' Association in same.\n\nThe city of Atlanta is one of the most active of urban communities\nin its efforts to wipe out illiteracy. The schools of Savannah have prepared illiteracy posters of such merit that they have been adopted for campaign use by Mrs. Bruce Carr Jones, chairman of illiteracy for the National Congress of Parents and Teachers.\n\nIDAHO-One brief report has been submitted by Idaho. It was prepared by Miss Ethel E. Redfield, State superintendent of public instruction\nin 1922, just before she retired from office :\nSome publicity has been done in disseminating the information contained in\n\nthe reports of illiteracy in Idaho, which reports were furnished by you. This office\nhas through the official organ of the State teachers' association, The Idaho Teacher,\nand by means of circular letters taken up the subject of illiteracy with county\n\nsuperintendents and the school people reached by The Idaho Teacher. At the\ncounty superintendents' conference recently held in Boise the subject was discussed. I found that all county superintendents were desirous of ascertaining\njust where the illiterates were to be found in their counties, and take steps toward\n\neliminating illiteracy altogether.\n\nIOWA-Governor Kendall appointed a State illiteracy commission in\n1922, following which the names of all illiterates of Iowa were secured\nfrom the Federal Census Bureau as a basis for action.\n\nThe Iowa Federa-\n\ntion of Women's Clubs and the Iowa State Teachers' Association jointly\ncontributed $500 for this purpose. Mrs. W. H. Snider of the former\norganization volunteered to go to Washington and copy these names .\nThis fund was used to defray expenses.\nIowa has held a State illiteracy conference and has done some valuable\npublicity in preparation for her campaign. She has also conducted a Statewide speaking tour of information and agitation against illiteracy. A report\nof definite results thus far obtained has not been submitted to this commission.\n\nKANSAS-Governor Henry J. Allen appointed an illiteracy commissioner, Mrs. Margaret Hill McCarter of Topeka, to look into illiteracy conditions in that State and to inspire such effort as she could. Mrs. McCarter\nhas been continued through the administration of succeeding governors.\nShe has represented the State in her official capacity at various illiteracy\nconferences and has aroused Kansas club women to make illiteracy and its\nremoval one of their main objectives.\n\n"}
{"page": 173, "printed_page": null, "text": "148\n\nNATIONAL EDUCATION ASSOCIATION\n\nJesse W. Miley, State superintendent of public instruction, writes :\nPractically all our illiteracy is confined to three industrial centers. We are\ntaking advantage of an excellent night school law which provides for the education of adults at public expense and are also conducting classes in Americanism\nthrough the assistance of the American Legion, church organizations, and other\nagencies.\n\nKENTUCKY-This was the first State to wage a campaign to wipe\nout illiteracy, the first to create a State illiteracy commission, and the first\n\nto secure an appropriation for the removal of adult illiteracy ($10,000 in\n1916) . This sum was supplemented by the Kentucky Federation of\nWomen's Clubs. In 1918, an appropriation of $75,000 was granted and\nState and county illiteracy agents were employed during a two year period,\n1918-20. County illiteracy agents acted in the dual capacity of organizers\nand moonlight schools and county attendance officers preparing the people\nfor the passage of an attendance officer law to prevent illiteracy in the\nfuture. A special campaign was put on by the illiteracy commission for\nthe enactment of this law during the summer and autumn of 1919. It\nwas made part of the program of the State department of education and\npassed in 1920. The recommendation of the illiteracy commission that\nthe school work in the State reformatories be lifted to a professional basis\nby the employment of a trained school man for superintendent was carried\nout. Lack of funds has hindered the work in Kentucky for some years\npast, but a number of teachers and individuals serving as volunteers are\nteaching illiterate adults. Three of Kentucky's State teacher-training institutions have recently created illiteracy committees consisting of five members of the faculty and these will direct activities against illiteracy in their\nlocalities.\n\nMICHIGAN-A State illiteracy commission has been created and a\nState program is being worked out. Much work has already been done to\nreduce adult illiteracy in urban sections, especially in Detroit. The State\nTeachers' College at Ypsilanti and the Central State Normal School at\nMt. Pleasant have featured illiteracy in their summer school programs.\nMINNESOTA-\n\nThe school board of any school district or of unorganized territory may establish and maintain evening schools and such evening schools when so maintained\nshall be available to all persons over 16 years of age who, from any cause, are\nunable to attend the full time school of such district; and the general conduct of\nsuch evening schools shall be under the direction and control of the State Board\nofEducation.\n\n(Chapter 356, Laws of 1917, amended by Chapter 350, Laws of 1921.)\nThe laws of Minnesota require that the average attendance of each\n\nclass shall be at least six, excepting in rural districts, where it shall be at\nleast four. The curriculum includes spoken and written English, reading,\nwriting, spelling, American history, civics, geography, arithmetic, health,\nand sanitation. Teachers in evening schools shall have the same qualifica\n\n"}
{"page": 174, "printed_page": null, "text": "149\n\nREPORTS OF COMMITTEES\n\ntions as those who teach corresponding subjects in day classes and shall be\nspecially certificated by the department of education.\nMISSISSIPPI-A State illiteracy commission was created in 1916\nand considerable ground work has been laid through the volunteer efforts\nof this commission, the State department of education, and the public\nschool teachers. W. F. Bond, State superintendent of education, reports\nplans for 1925 :\nFor several months we have been completing our organization for a drive\n\nagainst adult illiteracy in Mississippi. We have a State committee composed\nof a business man, a minister, club woman, P. T. A. woman, president of our\nState teachers' association, and the State superintendent.\n\nWe have a county com-\n\nmittee consisting of a county superintendent, president of the county teachers' association, a minister, club woman, P. T. A. member, county health officer, editor\n\nof the county paper, and president of the board of supervisors.\n\nThis county\n\ncommittee is to organize and make plans somewhat along the following lines :\n1. Locate the illiterates and decide upon a place for them to be taught.\n\n2. Find someone to teach each illiterate, or group all illiterates and get up\nmoney enough to buy the books and writing material, and help pay expenses .\n\nNo one will receive any salary for doing any of this work. All the money we\nshall need will be to buy books for the illiterates and pay incidental expenses here\n\nand there. We plan to do our teaching during the months of September, October,\nand November of the present year.\nMAINE-\n\nIn his message before the State teachers' association, Governor Baxter emphasized the campaign against illiteracy. I am sure you will feel gratified in this.\nWe do not know how succesful we are in combating this evil, but so far as\n\nI can tell we are reducing our number by some fifteen hundred each year. We\ncannot tell until the end of the ten-year period when a new census is taken just\n\nhow we are getting along.\n\nOur teachers are interested and also many other\n\npersons .\n\nOur constitution requires that all persons who vote or hold office in the State of\nMaine shall be able to read the constitution of the State in the English language.\nThis applies to native as well as foreign born. Considerable agitation has come\nabout in the legislature this year on this particular feature. All of these things\n\nemphasize the necessity of bringing relief to that group of persons who are\nhandicapped by a lack of ability to handle the alphabet.\n\nNEBRASKA-On March 28, 1924, Governor Bryan appointed the\nNebraska illiteracy commission\nto provide for and direct a survey for the purpose of ascertaining the proportion\nof our people in the State who can neither read nor write ; to determine the best\nmeans to reduce illiteracy to the minimum and training for those who are deficient ;\nand to make report and recommendation to this office at least sixty days prior to\nthe next session of the legislature.\n\n(From Governor Bryan's instructions to the Nebraska illiteracy commission. ) Mrs. Paul C. Perryman was named as chairman of this commission and Miss Ruth Pyrtle, secretary.\nThe first work of the commission was a State-wide survey.\n\n"}
{"page": 175, "printed_page": null, "text": "150\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn order to carry out at once in a thoroughgoing manner a State-wide survey\nto show the number of adult illiterates in each county, a committee has been named\nby the commission in each of the 93 counties. This committee will be known as the\ncounty illiteracy committee. These are charged with the responsibility of organiz-\n\ning their respective counties. Nebraska illiteracy survey cards have been sent\nto each county to be distributed on the basis of the Federal census report, which\nshows the number of illiterates credited to each county in 1920.\nNEW MEXICO—\n\nThe first intensive work done toward the elimination of adult illiteracy in New\nMexico was in 1915 when John V. Conway was county school superintendent of\nSanta Fe County. Superintendent Conway, through the coöperation of the teachers, organized and conducted 63 moonlight schools with an enrolment of 1549.\nThe public school teachers rendered their services free. A large number of\n\ntestimonials and letters from persons who had been benefited by these schools\nwere received.\n\nIn 1917 the night school instruction was passed in the Legislature\n\nwhich made it possible for the county boards to establish night schools and to pay\nthe teachers a nominal sum for their work. The majority of the counties established a number of night schools and the results were very satisfactory.\nIn a number of counties the regular public school teachers are in charge of the\nnight classes, but in the mining communities specially trained teachers are employed to do this work.\nThe New Mexico press has been unanimous in the support of this venture and\nthey have published articles concerning this work not only from local but from\nNational and international sources .\n\nNew Mexico has made gigantic strides in education and particularly in the elimination of illiteracy during recent years .\nNEW YORK-\n\nIn most of the large cities of the State certain civic organizations or chambers\nof commerce have made as one of their objectives the eradication of illiteracy in\ntheir respective communities .\nThere is a State director of adult education whose title is chief of the bureau\n\nof immigrant education of the State education department.\nOur State law requires school boards to organize classes for adults when twenty\n\nor more apply for such instruction. The school board may establish such a school\nregardless of the number of applicants. There are some classes as small as\neight or ten people with a teacher receiving both local and State financial aid.\n\nIn general the State reimbursement is 50 per cent of the salary of each teacher\nup to $1,000.\nMany of the normal schools conduct summer courses of six weeks designed for\nteachers and prospective teachers in the field. Recently the course of study in the\nState normal schools has been increased to three years. By far the majority of\nteachers engaged in this work have had special training of some sort. The tendency is to increase the minimum standards .\nIt has taken several years to accomplish what has been done thus far and the\nwork is by no means complete, but, in a sense, it will tend to bring to a more\nsuccessful issue the elimination of illiteracy in our country.\nW. C. SMITH ,\n\nChief, Immigrant Education Bureau.\n\nNORTH DAKOTA This State is carrying on a vigorous, State-wide\ncampaign against illiteracy which is led by the State department of edu-\n\ncation with practically all State organizations participating. A number\nof North Dakota counties secured the names of their illiterates from the\n\n"}
{"page": 176, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n151\n\nFederal Census Bureau that they might attack the problem intelligently.\nMiss Hazel Nielson, State director of adult education, reports as follows :\nDifferent methods were employed in securing these lists. They were paid\nfor, for a number of counties, by various local organizations such as the American\n\nLegion, county school officers' association and parent teacher associations. Other\ncounties obtained their lists through service of some former resident of the county\nnow residing in Washington who copied the names.\nAs soon as the list of illiterates in the county was received from the Federal\nCensus Bureau a systematic check was started. In some counties the lists were\nfound to be inaccurate, names were checked off as there were listed foreign-born\n\npersons educated in their own language but who could not read or write the English language. Many people assisted the county superintendents in this work,\nsuch as county officers, bankers, ministers, and social workers.\nOne of the Supreme Court judges offered prizes amounting to $100 to be divided\nbetween essay contests on the subject of illiteracy and teachers who made the most\nprogress in removing illiteracy from their districts. To further arouse the people\nsongs were written and sung at all county institutions where teachers learned\nthem and carried back to their students the spirit of the illiteracy crusade.\nThe director has carried with her to meetings and rallies not only charts and\nexhibits of pictures and material, but a large map of North Dakota showing the\n\nnumber of illiterates in each county. This was colored in ranges from 50 to 150.\nEach county superintendent was asked to prepare a similar map of her county\nand locate on it the illiterates in each township.\nThe percentage of illiteracy has been reduced during this campaign from 2.1\nper cent to .7 per cent. There are twelve counties which report less than ten\nilliterates, seven counties that have only one or two left, and Golden Valley\nCounty has the distinction of being the first county in the State to stamp out\n\nilliteracy. The last person in that county who could not read and write, a man\nabout 43 years of age, was taught by Mr. John Wentland, the county superintendent of schools .\n\nIn Rolette County four night schools were conducted on the Indian Reservation.\nOne Indian woman eighty-four years of age learned to read and write. One\nIndian mother came to night school and asked to be taught to write her name\nso that she could sign her daughter's report card.\nOur State problem is different from many States in that our illiterates are\nscattered over a wide area. This means more individual service, for it is more\n\ndifficult to conduct evening schools for a very small group covering several miles ,\nthan in a city.\n\nOnly the sum of $7,000 annually has been appropriated for the work. In many\nlocalities the persons instructing did not receive compensation. Clubwomen, members of the American Legion and Auxiliary and other fraternal organizations did\ntheir best by teaching.\n\nIn Morton County there were conducted fifteen night\n\nschools in the open country by teachers who did not wish pay for their services.\nWe should guard against future illiteracy.\n\nThis may be prevented by requir-\n\ning all boys and girls to attend schools. See that the compulsory attendance law\nis enforced. Urge the boys and girls to stay in school and not drift. The efficiency of any school depends to a great extent upon daily attendance. Let not\n\nany boy or girl in North Dakota reach the age of twenty-one without the ability\nto read, write, and think in English.\nOne of North Dakota's campaign songs is :\n\"On to victory, Education,\" is our battle cry ;\n\nIgnorance, the foe, we'll conquer-Knowledge set on high,\nAnd we'll fight it without ceasing till within our State\n\nObsolete will be the word, illiterate.\n\n"}
{"page": 177, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n152\n\nOKLAHOMA-Hon . M. A. Nash , State superintendent of public in-\n\nstruction , has issued an open letter to the public which describes the purpose and plan of the illiteracy campaign in that State .\nThe Federal Census reports 56,864 illiterates in Oklahoma . It has been\ndemonstrated beyond question of doubt in this and in other States that illiterates\n\ncan learn and should be taught. Kentucky has taught 118,000 of her illiterates\nto read and write, and more. Other States have taught 20,000 in a year's time .\nmama\naho\nico\nitsson\ngre\nde no\nOkl\nhas\nageprolim\nhas\nMex\n. educational opportunity.\ngreat\n\nLet us vitalize this\nstatement by somehow, some way providing moonlight or continuation schools for\nour adults who need such schools and so proceeding that we may secure their\nWe\nwan\ntoreiext\ne tthe\nn . end to the adult illiterates and to other adults of Oklahoma\nendanc\natt\n\nnot only the opportunity to learn to read and write, but also to make progress in\nother subjects that tend to promote a happier and more useful citizenship . For\nthis purpose there has been appointed in Oklahoma an illiteracy commission.\nIt is the direct purpose of the illiteracy commission to plan ways and means of\ncuring Oklahoma of illiteracy and to this end the help and coöperation of all good\ns ire\nwhdo. welcome opportunities of expressing the spirit of fellowship,\nAll\nple per\ndes\npeo\nareson\nservice , and patriotism are invited to enlist under the banner of \"No illiteracy in\ne\nthe problem of illiteracy and everyone can and should do something to help . We\nmust cure the illiteracy we now have by teaching ; we must prevent further\nilliteracy by seeing that all children of school age are kept in school .\nThe club women, the American Legion, the school forces of the State, and other\npersons and organizations have already begun work on the illiteracy problem .\nLet us so work together that in 1926, which is the 150th anniversary of our\nIndependence, we can proclaim a new Declaration of Independence denoting\n\ne wel\nTh\nma far\nlho\n6.\"every person in this State is concerned directly or indirectly in\nin 192of\nOka\n\ns freedom from the era\nma'ma\nahoaho\ndenpio\nOkl\nofnee\nilli\nr tera\nOkl\nhad done consid burble\nworcyk. in eliminating illiteracy before\n\nIn a campaign waged by the State\ncye com\nonin\ntera\natit\nillie\nher\ncremen\nof191\nthe\n. sons were taught. Oklahoma has the\nnd nper\n6 som\nusasio\ndepart\nfiv\nthomis\ndistinction of being the first State to offer to teachers of adults credits on courses\n\nionsin\nng pub\nituthed\ninidy\nher\nin Th\ninstlis\n. 1924 includes a course for adults and\nrser-tra\ne State tea\nof stu\ncouche\nallows 15 points on its model school score card for the organization of moonlight or continuation schools for adult illiterates or other adults .\n\nMiss Victoria Lyles of the State department of education, who is in direct\ncharge of organization and supervision of schools for adults , went into a mining\ncenter in October, 1924, and taught a moonlight school in order to have the experience. She writes : \"I followed my own advice as outlined in the new course of\nstudy and found it pretty good.\"\n\nOHIO -Ohio has created a State illiteracy commission and has em-\n\nployed a State supervisor of adult education. The State department of\neducation has adopted a new slogan, \"Let's sweep Ohio clear of illiteracy.\"\nM. W. Simpson, State supervisor of adult education, says in his official\nreport\ne:\n\nTh work in Ohio has been satisfactory in many respects . New centers have been\nestablished and definite results have been obtained. In cities and villages the work\n\n"}
{"page": 178, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n153\n\nhas been financed by boards of education, community chests, women's clubs, and\nchurches.\n\nPENNSYLVANIA-The following report was submitted by the State\ndepartment of education of Pennsylvania in 1922 :\nA State plan to provide educational facilities for this large number of adults\nmust be founded upon a system similar to that constructed for the education\nof the children of the State.\n\nThis cannot be effected until a census of the illiter-\n\nates of every section of every district is in the hands of those whose duty it is\nto develop the State program in their respective communities. This information\nhas already been obtained for Pennsylvania from the Census Bureau at Washington.\n\nTo perfect an organization which shall adequately meet the demands of the\nproblem the State has been divided into ten zones and experienced directors\nare to be placed in charge of each zone. In some of the zones containing the\n\nlargest number of illiterates, such as the Philadelphia and the Pittsburgh zones,\nthere should also be added an assistant who is familiar with the difficulties in-\n\nvolved in reaching the home through the education of the illiterate woman.\n\nBriefly stated, the program to be developed through this organization is as follows:\n\nFirst.\n\nThe public school system with its organization and equipment to be used\nto the limit as the center of the entire campaign. Establishment of community centers in the schools.\nSecond. The enactment of laws making it mandatory upon school authorities\nto establish either day classes or evening classes whenever ten or more\nadults unable to read or write English express a desire to receive instruction.\n\nThird. The organization of classes for adult illiterates by all large industrial\nestablishments, by the churches of all denominations, and by all men's and\nwomen's welfare, patriotic, and civic organizations.\n\nFourth. The conducting of home classes for illiterate persons who are either too\ntimid to attend classes or too tired physically after the day's labor to\nleave home in the evening. Special consideration to be given mothers\nwith small children.\nSOUTH CAROLINA-\n\nIn 1913 Miss Julia Selden of Spartanburg organized with the coöperation of\nmill authorities and teachers a number of night schools in mill villages. The\n\nteachers were paid $1 per night and the expense was defrayed by the mills. In\n1914 the writer with the coöperation of the county superintendent of education in\nLaurens County, tried out an interesting experiment in adult education in that\ncounty. The township registering the greatest illiteracy was selected for the\nexperiment and where teachers volunteered their services schools were established.\n\nIn 1916 the Legislature first recognized the work by appropriating $5,000 for\nits support. In 1916 the federated clubs requested Governor Manning to appoint an illiteracy commission. The commission, with Dr. Patterson Wardlaw,\nas chairman, began active work in June, 1918.\nThe present supervisor of adult schools was called to the State in October, 1918,\nas field worker for the illiteracy commission.\n\nThe following January the com-\n\nmission succeeded in getting the appropriation of $10,000 for night schools increased to $25,000 and the field worker for the illiteracy commission became supervisor of adult schools.\n\nIn 1920 the Legislature increased the appropriation to\n\n$34,300, while in 1921 the figure was made $36,000. The appropriation for the\nadult schools is included in the budget of the State superintendent of education.\n\n"}
{"page": 179, "printed_page": null, "text": "154\n\nNATIONAL EDUCATION ASSOCIATION\n\nThere are no statutes governing the work but all regulations are made by the\nsuperintendent of public instruction and the supervisor of adult schools. Teachers are paid at the rate of $1.00 an hour for a limited time, provided at least\ntwelve pupils are enrolled and an average attendance of six maintained.\nIn 1925 the general assembly appropriated approximately $46,000, the counties\n\n$6000, the mills $4000, giving an approximate total of $56,000. Approximately\n60,000 adults have enrolled in the schools during the past seven years and of this\nnumber about 14,000 were illiterates and 13,000 have been taught to read and\nwrite. Only pupils attending three nights have been counted as enrolled.\nIn order to reach the illiterates the work has been carried on through the following channels :\n1. Continuation schools organized in mill villages.\n2. Special teachers have been employed in a number of mill villages by the\nState in cooperation with mill executives to devote their entire time to the teaching of adults.\n3. Lay-by schools have been organized in country communities during August,\nwhen the crops are laid by. The term is one month or six weeks. The summer\ncampaign of 1924 reached the high water mark, when 240 of the best teachers in\n\nthe State went to isolated districts for the purpose of giving the unlettered their\nbelated chance. As a result 6380 pupils registered in 226 schools. 1297 pupils\ndid not miss a single session in the entire month.\n\nThis accomplishment was made possible because fourteen counties coöperated\nwith the State by employing skilled teachers to organize their respective counties\nand because these organizers and teachers were privileged to attend a week's\ninstitute as guests of Winthrop College, where, under the direction of the State\nsupervisor of adult schools, a thorough course in adult teaching was given. This\nenabled the teachers to go to their schools with some technical training and a group\nconsciousness which made success inevitable.\n\nSouth Carolina has had a very definite program for her fight against illiteracy.\n\nIn carrying out this program the citizenship of the State at large, from the Governor to the humblest laborer, has assisted.\n\nThe press has been unstinted in\n\nlending aid to publicity. One generous editor contributes annually to the work\na special.\nThe State has now passed through the period of volunteer teachers without\nwhose aid the work could never have been established. The actual teaching is\n\ntoday being done by those trained for the work. A complete report is filed at\nthe end of each session and the teachers who do this work are paid at the rate\n\nof $1.00 per hour, provided at least 12 pupils are enrolled.\nThe greatest benefit which is coming from the work is not found in the fact\n\nthat numbers of pupils are learning to read and write, but that a large number\nwho know very little are kept from falling back into illiteracy. Through the\nadult schools the pupils are gaining a new ideal of citizenship and of their\npersonal responsibility to the State.\nSouth Carolina's motto, \"Let South Carolina secede from illiteracy,\" is becoming\n\na reality, for during the decade just past South Carolina led the Nation in rate\nof decrease of illiteracy.”\n\nWIL LOU GRAY,\nState Supervisor of Adult Schools.\n\nSOUTH DAKOTA— M. M. Guhin, director of rural and Americanization division, reported to the commission in 1922 :\nWe have a law which provides for the organization of evening schools to be in\n\nsession four evenings a week for twenty-five weeks each year for the instruction\nof adults and near adults in the fundamentals of English, American history, and\n\n"}
{"page": 180, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n155\n\ncivics. Free tuition is provided for all under fifty years of age ; and those over\nseventeen and under twenty-one years without an education equivalent to that of\na fifth grade pupil are compelled to attend if an evening school is established\nin their community. The expenses incurred in running an evening school are paid\nby the local school district; but on receiving the final annual report the State\n\nreimburses the district for one-half the amount so paid. The State appropriation\nis $15,000 annually. Teachers are usually paid $2 per evening for a two-hour\nsession.\n\nThe department has suggested the slogan, \"Every normal person over ten and\nunder fifty years of age in South Dakota able to read and write English by 1925.\"\n\nVERMONT-\"Vermont's illiteracy campaign, which was inaugurated\n\nlast October at the State Teachers Association, is well under way,\" says\nDeputy State Superintendent Kenneth J. Sheldon. \"This association took\nthe initiative and, securing the coöperation of four other State organizations-the American Legion, the Parent Teachers' Association, State Fed-\n\neration of Women's Clubs, and the Grange-proceeded to organize the\nState. Fourteen county committees have been formed, each committee\nrepresenting, so far as possible, a representative of these five coöperating\nagencies.\n\n\"The hearty coöperation and interest shown by numerous influential\npersons is remarkable,\" says Mr. Sheldon. \"Several towns have undertaken the work of illiteracy removal without waiting for the appointment\nof their local committees.\n\nIn one town ten illiterates came to the chair-\n\nman on Sunday morning to ask when they might begin to study. In\nanother town thirty men were found ready to join a class. An accident\ncaused by the inability of a member of their group to read directions and\nwhich resulted in a considerable financial loss had shown the men their\n\nneed. Vermont's illiteracy problem which in October loomed so ominously\nis dwindling away. With continued good work during the summer and\nautumn months it is confidently expected that Vermont will ere long have\nreached the goal expressed in her campaign slogan, 'Vermont, the first\nState to be free from illiteracy. \"\n\nWASHINGTON- Superintendent Josephine Corliss Preston reports :\nThere is much good work being done steadily by many of our teachers in an\nearnest and effective way toward reaching the goal of \"No illiteracy in Washington.\" Our illiteracy commission was appointed by the State superintendent\nand includes the presidents of all the social agencies in our State. We have\n\nselected the county superintendents as our chairmen and they in turn have appointed county commissions. One county, Asotin, went immediately to work\nto eliminate illiteracy in the county and accomplished it.\n\nWe have selected the\n\ncounty superintendents as our chairmen and they in turn have appointed county\nilliteracy commissions. Washington is a State with an excellent night school law.\n\nWEST VIRGINIA-The State Teachers' Association provides the following information on the illiteracy work in West Virginia :\nThe statistics on illiteracy in West Virginia, showing illiteracy by cities and\ncounties, were furnished the delegates attending the Chicago illiteracy conference\nby Mrs. Cora Wilson Stewart. This information was sent to high school prin\n\n"}
{"page": 181, "printed_page": null, "text": "156\n\nNATIONAL EDUCATION ASSOCIATION\n\ncipals and to all newspapers of the State. Many of the papers printed the information in full and as a result a number of towns set to work to remove il-\n\nliteracy-some are having night schools, others having committees to visit homes\nto teach those who can neither read nor write, and others report proposed plans.\n\nWith the State thoroughly informed on this matter the first need of the\nStates as evidenced by the meager financial support and expressed in reports\nof a number of them is for adequate funds to extend the work. Certain\nof the States have indicated that funds from private sources would be wel-\n\ncomed. Continual campaigning and agitation against illiteracy is essential\nto the creation of such public sentiment as will affect legislatures and\nbring about increased appropriations by the State. An accurate and upto-date census of illiterate adults is also essential as a basis of intelligent\norganization and activity. That such a census be taken by the State at\nthe time and in the manner that the census is taken for school children was\n\none of the recommendations of the National Illiteracy Conference and\ncould be brought about by a simple amendment to the present census law.\nSome attention must be given at the same time to the Federal Census which\nis taken at the beginning of every decade and which fixes the rank of each\nState. Errors have been discovered in the census list furnished by the Federal Bureau to the States of Iowa and North Dakota and to the city of\nLa Crosse, Wisconsin. These errors have been called to the attention of the\nDirector of the Census and a conference has been held for the purpose of\nsecuring a more accurate and accessible illiteracy census. The proposal\nmade by your commission to the Census Bureau prior to 1920 that the\nilliteracy census be taken in duplicate and a copy left with the State department of education of each State has been renewed and further effort and\n\norganization planned along that line in which each State superintendent\nof public instruction and each State teachers' association will be called on\nto assist.\n\nAlong with the campaign to wipe out illiteracy in each State and community should be carried on a campaign for the prevention of illiteracy\nin the future. The first reaction of a large body of the public to the illiteracy crusade is expressed in the sentiment, \"Why wipe out illiteracy unless\nwe are going to stop it at its source-to prevent its recurrence ?\" This is a\nsentiment that should be made the most of for the enactment of better\n\nschool attendance laws and stricter enforcement. In the height of a campaign against illiteracy is the psyschological moment to crystallize this\nsentiment and translate it into more rigid attendance laws and into some-\n\nthing of equal importance, an intelligent and urgent demand for their enforcement. * Your commission plans some investigation of such laws as\nhave been enacted and some recommendations to the States in the near\n\nfuture on this subject .\n* Several of the States in their reports have expressed the conviction that the time was ripe\nfor strengthening and enforcing the compulsory attendance laws. Note North Dakota's\nreport for example.\n\n"}
{"page": 182, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n157\n\nOne of the great fields of service to illiterates is to be found in State and\n\nFederal prisons where inmates may be marshaled for instruction at the will\nof the authorities in case persuasion should not avail. In a recent report\nfrom the Ohio department of education this statement occurs : \"Of the 1200\npersons received in the State penitentiary last year 18 per cent could\n\nneither read nor write.\" Your chairman recently visited a State penitentiary in a southern State and found that one third of its 3300 prisoners\nwere illiterate and no sort of instruction was being provided for them.\n\nThe Federal penitentiary in Atlanta, which is making some effort along\nthis line, reports as follows :\nOne of the most potent influences in the prison the past year was the night\nschool, which organized in September and closed the last week in April. The\naverage enrolment was 450. There were twenty-four nationalities represented\nin the school. The school was opened to all who desired to attend. 149 illiterates\n\nenrolled at the opening and wrote letters home Christmas unaided by anyone.\nThe school was a wonderful help to the institution in a disciplinary way. During\nthe entire term of school not one prisoner attending school was reported for viola-\n\ntion of prison rules during the night session. A regular school building should be\nerected and at least ten civilian teachers employed. Every illiterate entering the\nprison should be required to attend school until he can read and write and do\nsimple sums in arithmetic. Those attending the school were wonderfully appreciative of the benefits they received.\n\nLetters and questionnaires have been sent from time to time to State\nprison officials. A recent questionnaire sent to the heads of eighty-one\nsuch institutions brought fifty-one replies showing that twenty-eight of\nthem were providing instruction for illiterates and twenty-three were not .\nA number of prison officials expressed a desire for aid and guidance and\n\nthe Commission has replied promptly to this request and will prepare a\nbulletin in the near future for uniform instruction.\n\nIt seems practicable to look forward to the time when each State prison\nwill have a complete elementary school program with a professionally\ntrained person as superintendent of same instead of an inmate selected from\nthe ranks of the educated as is now the case in many such institutions.\nAcorps of trained teachers for these prison schools would be a step forward in adult education and would not only bring additional teachers to\nenter the ranks but would provide a type of social service for the teaching\nprofession that some do not find or cannot realize may be found in the\nordinary school channels.\nThe experiment of Mercer University where, led by student volunteers,\nsome four thousand illiterates were taught, and the service of individual\n\ncollege students elsewhere brings with it the suggestion that in the colleges\nand universities of the land there is an army of strong, enthusiastic, intelligent young people who might be enlisted and organized for volunteer\n\nservice in this crusade. The Boy and Girl Scouts, a younger army, are\nperforming considerable public service and the daily vacation Bible school\nmovement is drawing thousands of college students in China and elsewhere\n\n"}
{"page": 183, "printed_page": null, "text": "158\n\nNATIONAL EDUCATION ASSOCIATION\n\nfor volunteer teaching. In some similar manner the teaching of illiterates,\nif presented in all the colleges, must make its appeal to the young manhood\nand womanhood of America.\n\nThe crusade to stamp out illiteracy, which began less than fifteen years\nago, is making distinct and remarkable gains and there is every reason for\nboth the leaders and those in the ranks to feel encouraged. Since 1914,\nthe first time the battle cry was sounded from the platform of this Associa-\n\ntion, to this 1925 meeting, when illiteracy is written throughout the pages\nof its program and appears prominently in five distinct meetings, long\nstrides have been made, and this Association is committed in no uncertain\nor wavering terms to the plan and principle of making the United States\na literate Nation. The utterances of leaders of America's thought against\nilliteracy and their demands for its abolition have become more and more\ninsistent. Among these utterances no clearer call has been made than that\nofPresident Coolidge, who, speaking before the National Education Association on July 4 last, said :\nWhen it is remembered that ignorance is the most fruitful source of poverty,\nvice and crime, it is easy to realize the necessity for removing what is a menace,\nnot only to our social well being, but to the very existence of the Republic. A\n\nfailure to meet this obligation registers a serious and inexcusable defect in our\nGovernment.\n\nILLITERACY\nGEORGE STRAYER, PROFESSOR OF EDUCATIONAL ADMINISTRATION , COLUMBIA UNIVERSITY\nNEW YORK CITY\n\nThe guaranteed freedom of movement from one State to another makes us as\n\ninterdependent educationally as we are economically.\nNeither ignorance nor learning can be segregated within the borders of any\n\nState. Education, or the lack of it, is felt throughout the Nation. Ignorant men\nmove from one section of the country to another.\nIlliteracy is a National liability and a National menace. The census returns\nshow six per cent of our population above ten years of age who are confessedly\nilliterate. When one remembers that this census excludes from the illiterate group\nanyone who has had the slightest amount of schooling anywhere, it is easy to\n\nunderstand why it was that in the army 24.9 per cent of the drafted men were\nfound to be unable to read simple English. The census itself however, shows that\nthe number of illiterates recorded in 1920 was greater than in 1910 in twelve\nStates. For example, the census shows that the total number of illiterates in New\nYork, Massachusetts, Illinois, Ohio, and New Jersey was 954,131 in 1910 and\n1,400,283 in 1920.\nNo American citizen, no matter what his color, what his occupation, or what\nthe land of his birth, can, with safety to our social order, be merely \"hands and feet\nto fetch and carry.\" Human destiny to an extent never known before is now\nin the hands of the people. The fundamental problem that now confronts us is\nto raise the common man not so much to a greater degree of skill and industrial\n\nefficiency as to those higher planes of thinking, feeling, and social action which\nthe complexity and interdependence of life demand. This can be accomplished\nthrough education and only through education. It was Horace Mann who said\n\n"}
{"page": 184, "printed_page": null, "text": "159\n\nREPORTS OF COMMITTEES\n\nof any man who would claim the \"elevated rank of an American statesman\" that\nhe must \"speak, plan, labor, at all times and in all places for the culture and\n\nedification of the whole people.\"\nHENRY J. RYAN ON IGNORANCE\n\nThis Nation called a Conference on the limitation of armaments, in an attempt\nto solve a problem which impedes the progress of the world. But what the world\nis more in need of is a conference on the limitation of ignorance. At the confer-\n\nence our great president made an epoch-making address. Among other things he\nsaid ( I rely upon a faulty memory) : \"I once believed in war. I now believe that\npublic opinion rules the world.\" But, of what value is public opinion if it be\nignorant opinion ? Ignorant public opinion can destroy the world; even as today\nwe see destruction on every hand in this fair land. At Herrin, Illinois, there were\nmore human lives lost than were lost when Fort Sumter was fired upon. And\n\nthis is but an insignificant reference to the disturbances which are a menace to\ninternal peace. Those poor people were murdered by the sharp and deadly\nweapons of ignorance. The time has come when we must do one of two things\nin this country. We must take the vote away from every man and woman who\n\ncannot cast it intelligently or we must educate all the voters. To do the first\nwould be to destroy not only the spirit but also the very form of our government.\nTo refuse to do the latter is to pay hostage to the hosts of chaos and destruction.\n\"Emancipation is but half completed, slavery is but half abolished while millions\nof free men with votes in their hands are permitted to remain in ignorance.\"\n\nTHE FIRST RADIO TALK ON ILLITERACY\n\nVAUGHAN MAC CAUGHEY, CALIFORNIA TEACHERS' ASSOCIATION\n\nILLITERACY DAY-AMER-\n\nICAN EDUCATION WEEK-SAN FRANCISCO EXAMINER BROADCASTING STATION\n\nTHURSDAY, NOVEMBER 22, 1923\n\nCalifornia is a mighty State, proud of her great achievements. She rightly\ndoes not hesitate to tell the world of her marvelous progress and unsurpassed re-\n\nsources. And yet, at the present moment, right here in San Francisco, in a single\ndistrict, there are 3500 men and women who are absolutely illiterate. They are\nunable to read or write English or their mother tongue. This figure does not\ninclude Orientals. California has nearly 100,000 illiterate men, women and children ten years of age and over. The number of illiterates in this State increased\nby 20,000 during the years 1910-1920. Can we brag of our educational system\n\nwhen vicious illiteracy, parent of many evils, is increasing at this alarming rate ?\nCalifornia has 2000 new illiterates every year ! Of this vast army of people\n(who cannot read or write the simplest words of English or any other language )\nover 10,000 are native-born Americans and of these 9000 are native-born whites !\n\nIlliteracy is a black and shameful blot on our flag. It is a disgrace to a Nation\nas rich and powerful as ours. It is a disgrace to the State of California. A\npeople that has millions of dollars to spend for tobacco, millions for candy and\nsoda water, millions for talcum powder and lip sticks, and millions for chewing\ngum, certainly has enough money to wash this stain from our good name.\nIlliteracy has been outlawed in most of the advanced nations of the world.\nThe United States ranks tenth in percentage of illiteracy. France, England,\n\nNorway, Switzerland, Scotland, and Japan all far excel us in literacy.\nCalifornia is below seventeen other States in the literacy of her native-born\nchildren between the ages of ten and twenty. She is down in the eighteenth place.\nShe is excelled by many States, such as Iowa, Idaho, Oregon, Washington, Utah,\nSouth Dakota, Nebraska, etc. This illiteracy of young people is bound up with\n\n"}
{"page": 185, "printed_page": null, "text": "160\n\nNATIONAL EDUCATION ASSOCIATION\n\nchild labor. Illiteracy is part of the exploitation of youth by the powers of greed\nand ignorance. Illiteracy means absolutely that the State program of education\n\nis inadequate, that the facilities and money for the proper schooling of those who\nshould have schooling, are insufficient.\nThe school superintendents of California, at their recent Riverside Convention,\ndeclared:\n\n\"We affirm that 1923 will stand conspicuous in the annals of California for an\nunwarranted assault made upon the educational and humanitarian functions of\n\nthe State by the reactionary forces of society and for the single purpose of enabling favored classes of property to evade just and equitable taxation for the\nsupport of these functions of the State.\"\n\nCan California, with 100,000 illiterates, permit unwarranted assaults upon the\neducational and humanitarian functions of this noble and beloved State ?\n\nIs\n\nilliteracy good business ? Is it a square deal to our own children? Is it fair\nto our flag?\n\nSHALL ILLITERATES VOTE?\nS. K. MARDIS, HEAD, DEPARTMENT OF RURAL EDUCATION , OHIO UNIVERSITY,\nATHENS,\n\nOHIO\n\nGovernment of a necessity implies intelligence and power in the governing\nagency. Those who assume the responsibility of directing the actions of others\nshould know the conditions under which the persons to be directed are living.\n\nThey should not only see the objectives to be achieved but should have the ability\nto realize these objectives .\nThe intelligence to see the objectives and all the surrounding conditions without\nthe power to do paralyzes execution and destroys government. But the power\nto do without the intelligence to know what to do and how to do, invites chaos\nor reckless destruction. Intelligence and power are the two fundamental factors\n\nin all government, and without these two factors no government can possibly\nexist.\n\nIntelligence in government is so necessary that through the whole history of\ncivilization monarchies have made the most ample provisions for educating and\ntraining in every detail the lineal heirs to the throne so they may be fully able to\n\nassume these great responsibilities of government according to their conceptions\nof government. This principle is so generally accepted that the proverb has come\nto us through the ages, \"Where there is no vision the people perish.\"\nThese principles hold good in all forms of government, regardless of the names\nby which they may be known, and independently of the few or the many who\nmay constitute the governing group.\n\nGovernmental participation is power. When all can vote regardless of their\nintelligence, a power is given to such persons that is extremely dangerous, not\nonly to themselves but to all other persons connected with the government, because\ngovernment is for the good of the governed. To place the ballot in the hands of\nthe illiterate and ignorant is as reckless as to give children loaded revolvers as\n\ntoys. It endangers their own lives and places all within reach in jeopardy. It\nhas been wisely said that \"In the United States, the ballots of the ignorant voters\n\nare more to be dreaded than the muskets of foreign soldiers.\" Uncontrolled power\nis one of the most dangerous things conceivable.\n\nWhen the participation in government is limited to comparatively few persons\n\n"}
{"page": 186, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n161\n\nthe problem of training for this responsibility is not difficult, but when the whole\n\nprocess is reversed as it was by the Revolutionary War and the ballot given to\nall citizens over twenty-one years of age, we assumed a responsibility so great as\nalmost to make us recoil when we seriously consider it.\n\nThe importance of general education was fully realized by the founders of this\ngovernment. Embedded in the Magna Charta of the Northwest, the Ordinance of\n1787, we read that \"Religion, morality, and knowledge being necessary to good\ngovernment and the happiness of mankind, schools and the means of education\nshall forever be encouraged.\" This means that schools and the means of educa-\n\ntion lie at the very basis of good government, happiness, religion, and morality.\nJohn Adams said, \"The preservation of the means of knowledge among the lowest\nis of more importance to the public than all the property of all the rich men in\n\nthe country.\" It should not be overlooked that John Adams specifically called attention to the National importance of the preservation of the means of knowledge\n\nto the lowest, having in mind the refining, elevating, enlightening power of education. This places on the public the responsibility of educating all the children of\nall the people. It is a difficult duty but it must be done. Our only way out is\nthrough general education. Illiteracy must be eradicated from this Nation.\nThe shifting of the responsibilities of government from the few to the masses\nafter the Revolutionary War was a new problem in civilization. The colonists\nwere a people with the enlightened knowledge of government of western and\n\nnorthwestern Europe. The colonists had, in general, a religious enthusiasm and\nspirit of political freedom. Many of their leaders were graduates of the leading\nEuropean universities.\nThis has all changed. The strangers at our gates now knocking for admission\nare not from western and northwestern Europe, where there is the lowest per cent\nof illiteracy, but from Southeastern Europe, where the per cent of illiteracy is very\nhigh. They are a people who have no knowledge of our free institutions and no\ninterest in them. Many illiterates have been brought to our country simply as\na business of the transportation companies for the money secured from them as\n\nfreight. Many have been dumped upon us to get rid of them for various reasons.\nThousands of other foreigners are brought to this country to compete in wages\n\nwith our citizens, so higher per cent in dividends may be declared even if we\nhave a very great decrease in the intelligence averages in our citizenship. The\nlittle protection we have is being attacked at this time for the purpose of having\nwage competitors. This is very largely why the actual number of illiterates\n\nhave increased in Massachusetts, Connecticut, New York, New Jersey, Ohio, Illinois, Michigan, Texas, Colorado, Arizona, Washington, and California in the\nlast decade. This should not be permitted. Those who import or employ illiterates\nshould be compelled by law to teach them to write and to read in English within\na limited time as a condition of their continued employment.\n\nThose who study these conditions will be enabled to realize the wisdom of Dr.\nLyman Beecher in his masterly address on the necessity of education, when he\nsaid: \"We must educate ! We must educate ! or we must perish by our own prosper-\n\nity. Ifwedo not, short will be our race from the cradle to the grave. If, in our\nhaste to be rich and mighty, we outrun our literary and religious institutions\nthey will never overtake us ; or only come up after the battle of liberty is fought\nand lost, as spoils to grace the victory and as resources of inexorable despotism\nfor the perpetuity of our bondage !\" Mark this significant statement \"if in our\nhaste to become rich and mighty we outrun our literary and religious institutions.\"\n\n"}
{"page": 187, "printed_page": null, "text": "162\n\nNATIONAL EDUCATION ASSOCIATION\n\nOur Americanization is a great improvement over none, but it is far short of\nwhat it should be. Americanization is not by any means removing illiteracy, nor\n\ngiving the knowledge of our government that should be given. No persons either\nnative or foreign born should be permitted to vote until they are able not only\nto write and to read the English language intelligently, but until they have a well\ngrounded knowledge of our government and a patriotic conception of the true\n\nspirit of our free institutions. We should be an educated, liberty-loving, lawabiding, God-fearing Nation. Nothing short of this will fully prepare us to fill\nour mission as leaders of an enlightened world.\nOur government is becoming more direct. The right to vote is not only being\nextended to more people, but more difficult questions are being left to voters to\nsettle. The election of the United States Senators is now by popular vote. The\nprimary nominations have in many States taken the place of the representative conventions, and the initiative and referendum are making legislators of all. I am\nnot discussing the wisdom or the unwisdom of the tendency, but I am calling\nattention to the fact. This is unquestionably giving to the masses what the\nfounders of our government would entrust only to the most carefully selected\n\nstatesmen. If we do not bring the statesmanship ability of the masses up to the\nability to solve all such problems, we must limit the right of franchise to those\nwho have such ability, or at least, to those who have become informed on all\n\npublic questions. They must have the ability to write and read in our national\nlanguage-English-what is published in books and current periodicals of all\npublic questions. Nothing short of this should be permitted.\nYet with these facts in mind we are informed by the 1920 Federal Census that\nwe have in the United States classed illiterates :\n\nNative white males over 21 years of age .\nNegro males over 21 years of age ..\nNative white females over 21 years of age .....\nNegro females over 21 years of age .\nMaking a total of...\n\n563,546\n748,229\n\n477,123\n764,758\n\n2,553,656\n\nNative-born practically all of whom can vote although they are self-confessed\nilliterates.\n\nIf the whole truth were known this number could be doubled, especially\n\nif the near illiterates were included.\n\nIn our mad enthusiasm to extend the most\n\nsacred rights any people can have, to all upon whom they may bestow it, we are\ntoo rapidly adopting the foreigner into the full membership of the American\nfamily.\n\nWe are informed that we had in 1920 foreign-born white males over\n\n21 years of age and consequently of voting age 840,068 and of foreign-born white\nfemales over 21 years of age 867,082, making a total of 1,707,145 potential illiterate\nvoters to add to the native-born illiterate voters. If we were actually conspiring\nto overthrow our government by shifting the management of our national affairs\nfrom that of knowledge to that of ignorance it would be difficult to invent a better\n\nplan. But if we are not premeditatedly wishing to accomplish this, it is time for\nus to call a halt and make some educational requirements that may prevent such\na catastrophe. There is great danger of so cheapening the right of franchise\nthat it may not be appreciated by any person. No person should be in possession\nof the right of franchise in the greatest government in the world without paying\nthe price of bringing to it a high degree of intelligence and patriotism.\nThis can be done in every State in the Nation by restricting the ballot. It should\n\n"}
{"page": 188, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n163\n\nbe restricted at least to the ability to read any ordinary article and to reproduce\nit in written English. We are repeating a classic proverb by casting the pearl\nof franchise before swine. It is being trampled underfoot lacking due appreciation, because too many upon whom it is bestowed are lacking the intelligence to\nrealize its responsibility.\n\nA LITERACY TEST FOR VOTERS AND for CITIZENSHIP\nALFRED E. REJALL, SUPERVISOR OF IMMIGRANT EDUCATION , DEPARTMENT OF\nEDUCATION , ALBANY, NEW YORK\n\nAn effective means of safeguarding the ballot from the dangers and evils of\nan illiterate electorate, would be to require all new voters to pass a simple test\n\nin reading and writing English understandingly as a qualification for voting.\nSimilarly our citizenry would be protected from the ignorant illiterate foreigner\nif he too were subjected to a test involving comprehension in reading and writing English as a requisite for securing his final citizenship papers. All sorts\nof specifications exist for practically every kind of position subjected to Civil\nService rules; private business carefully selects prospective employees ; the manager of the household makes certain demands upon prospective servants, etc. Yet\nto our discredit and chagrin, practically nothing is done by the Federal Government\nto insure a literate citizenry, and with only one notable exception, our State legis-\n\nlatures either have enacted no laws whatever requiring a literacy qualification\nfor voting, or laws enacted are of such a nature that there is no guarantee that\n\neven a successful candidate can read and write English in the ordinary sense\nof the term.\n\nA brief statement of the chief provisions of the election laws in the twenty-one\nStates where there exists a literacy qualification for voters follows :\nEDUCATIONAL QUALIFICATIONS NECESSARY FOR VOTING IN CERTAIN STATES\nAlabama ....\n\nRead and write Constitution of United States in the English\nlanguage.\n\nArizona\n\nRead Constitution of the United States in English language.\n\nCalifornia .\n\nRead Constitution in the English language and write name.\n\nColorado .\n\nLegislature may by law after 1890 prescribe an educational\n\nConnecticut .\n\nRead Constitution in the English language.\n\nDelaware....\n\nLouisiana..\n\nAfter 1900, if 21 years old, read Constitution in the English\nlanguage and write name.\nRead and write Constitution in the English language or\nunderstand same if physically unable to write.\nRead and write in the English language, or mother tongue,\n\nMaine..\n\nRead Constitution in English language\n\nWrite name.\n\nqualification.\n\nGeorgia.\n\n(No legislation ever enacted. )\n\nor owner of property assessed at not less than $300.\nand write name\n\nunless prevented by physical disability.\nMassachusetts....\n\nRead Constitution in the English language and write name\nunless prevented by physical disability.\nMississippi... Read or understand the Constitution.\nNew Hampshire .... Read and write Constitution in English language unless prevented by physical disability.\n\nNew York....\n\nRead and write English, proof of literacy, certified to by educational authorities, must be presented at time of registration.\n\n"}
{"page": 189, "printed_page": null, "text": "164\n\nNATIONAL Education ASSOCIATION\n\nNorth Carolina ..... Read and write any section of the Constitution in English\nlanguage.\nOklahoma ... Read and write the Constitution.\nOregon.....\nRead and write English language.\nSouth Carolina...... Read and write Constitution or possess certain amount of\nproperty.\n\nTexas ....\n\nVoter must explain in English language how he wishes to\n\nVirginia .\nWashington.......\nWyoming..\n\nRead or understand the Constitution.\n\nvote.\n\nRead and speak English language.\nRead the Constitution unless prevented by physical disability.\n\nIt must be understood in this connection that reading aloud from the Federal or\nState Constitution is practically valueless as a test for reading with comprehension ;\nthere is a vast difference between reading intelligibly and reading intelligently.\nLikewise, in the case of writing, copying a few words or writing one's name is\nnot a true test of ability to write English such as is demanded under the ordinary\naffairs and conditions of life.\n\nIn respect to a real, practical literacy requirement for new voters, the law of\nNew York State enacted in 1922, stands out as an example that requires at least\ncareful consideration. Its outstanding feature is that it provides for a literacy\ntest that is practicable, easily administered and at the same time, actually tests\n\na candidate in the qualities it is supposed to test. A selection of approximately\n100 words written in simple English such that a normal child of the fifth grade\n\ncan readily pass is read silently by the candidate. He is then required to answer\nin his own handwriting a series of questions based upon the selection read. A\nsample test follows :\nRead this and then write the answers . Read it as many times as you need to.\nGeorge Washington is called the Father of His Country. As a boy he was strong\nand powerful and liked sports. He always obeyed his parents and showed the\n\nbest manners toward everybody. While he was still a school boy he wrote a fine\nlist of rules on good manners . This list of rules was for girls and boys to follow.\nAs a man Washington loved his country. He was America's greatest leader in\n\nthe Revolutionary War. After the war, he was elected the first President of\nthe United States .\n\nHe was President two terms and refused a third term.\n\nHe\n\nranks as one of the greatest men of human history.\n1. What is George Washington called ?.\n2. Whom did he obey ? ......\n3. To whom did he show good manners ? ...\n4. On what subject did he write a list of rules ?\n5. Who were to use this list of rules ?.\n\n6. What did this boy love when he grew to be a man ?.\n7. Of what country was he the greatest leader ?\n8. In what war was he the greatest leader? ..\n9. To what great office was he elected after the war ? ....\n10. How does he rank among the men of the world ? ...\n\nIn this way, a simultaneous examination is given in both reading and writing\nand we are certain that the successful candidate understands the subject matter\nread and can write in the commonly expected sense of that term. From the stand-\n\npoint of administration, it is interesting to note that only examiners who are\nlicensed public school teachers in the State are permitted to conduct the test\n\nand grant certificates of literacy to successful applicants.\nPublic expression and support of the proposition of a Federal literacy requirement for citizenship and a State-wide literacy law for voting is growing. Agita\n\n"}
{"page": 190, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n165\n\ntion in behalf of these two aims should be the privilege and attitude of every\nbeliever in a united America and a better democracy.\n\nThe American Legion, the National Education Association, the American Association for the Advancement of Science, have all at their last regular convention\n\npassed resolutions advocating the above principles. Under the leadership and inspiration of such agencies, friends of the movement need not despair in spite of\nthe difficulty of the task. At any rate, our country will not be safe for democracy\nuntil the time when such proposed measures have become actualized and the\ngranting of citizenship to the illiterate foreigner and the granting of the voting\nprivilege to the illiterate native-born will be a cheap and unappreciated gift unless\nthat gift-which should be sacred and properly cherished-can be made worthwhile and worth striving for.\n\nTHE ILLITERACY PROBLEM IN A LARGE CITY\nFLORA D. SMITH, SUPERVISOR, IMMIGRANT EDUCATION, AND ELEMENTARY EVENING\nSCHOOLS, LOS ANGELES, CALIFORNIA\n\nIn Los Angeles there are three avenues of approach to the illiterate population.\n\nIndustrial classes are organized in laundries and factories ; the home teachers\ninstruct the illiterate women, and evening classes are held in elementary and high\n\nschool buildings, libraries, hospitals, jails, and railroad camps.\nThe industrial classes have received excellent support from the employers, who\nhave willingly coöperated with the school authorities by giving publicity to the\n\nclasses and providing classrooms. Three railroads in Los Angeles donate rooms\nand equipment for school purposes, because they have found that the men and\nwomen who are taught to read and write and, in some instances, to speak Eng-\n\nlish help solve their problem of labor \"turn over.\" Where classes have been\nheld, better feeling prevails among the camp people, and the sanitary and health\nconditions improve. One official after visiting a camp class of women, and hearing the excellent reports of the work, recommended that the plans under con-\n\nsideration for modern, up-to-date camp dwellings include a well equipped schoolroom.\n\nIn many foreign homes the illiteracy of the parents becomes a real tragedy to\nthe children. I recall visiting a morning class and being especially attracted by\nthe eagerness of one woman. I found upon inquiry that she lived forty blocks\nfrom the school, but she was seldom absent or late. She told me that one day\nher small son came home in tears, and after questioning found that he had destroyed his report card because he was ashamed to return it without her signature and explain to his teacher that his mother could not write. The mother\n\nrealized the situation and determined to not only learn to write, but to read and\nspeak English. The child later shed tears, but they were tears of rejoicing when\nhe could return his monthly card with his mother's signature on it.\n\nIlliterate parents who, because of their ignorance, are forced to give over their\nresponsibility to their children, can scarcely be expected to retain the leadership\nin the home which rightfully belongs to them. Children cannot always be relied\nupon to interpret \"the whole truth and nothing but the truth\" to the parents. In the\ndays when report cards were marked \"E\" for excellent, \"G\" for good, \"F\" for fair,\nand \"P\" for poor, I know a boy who interpreted to his parents that the many\n\"P's\" on his card stood for perfect.\n\nForty-five full-time home teachers are employed in Los Angeles. Their duty\nas definitely stated in the school law is \"to work in the homes of the pupils, instructing children and adults in matters relating to school attendance and prepara-\n\ntion, therefore; also in sanitation, in the English language, in household duties,\n\n"}
{"page": 191, "printed_page": null, "text": "166\n\nNATIONAL EDUCATION ASSOCIATION\n\nsuch as purchase, preparation and use of food, and of clothing, and in the fundamental principles of the American system of government and the rights and duties\nof citizenship.\"\nThe home teachers meet the women in their homes, in groups in the school\n\nbuildings and in cottages. These cottages are often obtained by the board of\n\neducation, when new grounds are purchased for new buildings or playground\npurposes and are fitted up for day and evening classes. Some of them have been\nmoved into foreign neighborhoods and are being used as community centers as\nwell as for classroom activities .\n\nThe teachers who work with indigents in connection with the county charities,\nand with convalescing patients in the county hospital, have found that these\npeople take much interest in learning to read and to write. Many persons who\nbegin their school work at the charities enter night classes in order that they\nmay improve themselves more rapidly and many discharged patients continue\ntheir work in the evening schools.\n\nIn the program to combat illiteracy in Los Angeles, the school officials have\nreceived the hearty support of all civic and philanthropic organizations. The Los\nAngeles city school department in turn pledges to coöperate and aid in the National\ncampaign for the elimination of illiteracy.\n\nAN ILLITERACY PROGRAM\n\nThe purpose of this paper is to set forth the situation in the United\n\nStates with regard to illiteracy, to set up a goal toward which to work and\nsuggest the agencies by which the goal may be attained. Very few of\nthe facts contained in this paper are new. They are to be found in the\nvarious bulletins of the National Education Association and of the United\n\nStates Bureau of Education and in magazines and other publications, but\nso far as the author knows they have never been brought together as this\npaper proposes to do.\n\nBefore we can intelligently discuss the problems of illiteracy we must\nagree upon a definition of illiteracy. Official reports which are quoted\nwhenever this subject is discussed are based upon the Census Bureau's\ndefinition. To the Census Bureau an illiterate is a person who confesses that he cannot write in any language. The census enumerator gave\nno tests and required no proofs. And yet under these conditions the census\n\nreturns for 1920 revealed 4,931,905 illiterates. Here, then, are approximately 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\n\nschools learned to read without learning to write.\n\nSome immigrants\n\ncan read but not write. They say that in the schools they attended in\ntheir native country, writing was not required; 500,000 persons who could\nread but not write were listed by the Census Bureau. But who is an\nilliterate ? Clearly from a practical social point of view it is one who has\nnot mastered the arts of reading and writing sufficiently to use them in\n\n"}
{"page": 192, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n167\n\ndaily life. And this implies ability to read the newspaper and to write at\nleast family letters. Unfortunately we have no census of a State or of a\n\ncommunity based on such a definition. However, we have some very\nilluminating and disturbing data furnished by the tests given the men in\nthe first army draft at the beginning of the World War. It will be remembered that leading psychologists through carefully devised examinations tested the mental ability of more than 1,500,000 men in the first\n\narmy draft to determine the line of service for which they were best fitted.\nThese tests incidentally revealed the condition of literacy among these men.\nThe results showed that 24.9 per cent of the men examined could not\nread ordinary English or write a letter home. Here was a practical test\nof literacy and the findings were humiliating and alarming. Taking the\narmy tests as a basis, it is reasonable to accept the conclusion of the\nIlliteracy Commission of the National Education Association that there are\n\napproximately 20,000,000 of our population above the age of ten who are\npractically illiterate, i. e., who cannot effectively use reading and writing in\nany 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\nrank is tenth, with an illiteracy percentage based on the census of 1920\nof 6 per cent, while Germany and Denmark lead the list with a percentage\nof less than two tenths of one per cent. Our nearest contestants for\nundesirable honors are France with 4.9 per cent and England with 1.8\nper cent of illiterates .\n\nHere, then, is our situation.\n\nNow, let us look for causes. Outstanding\n\nare three-inadequate schools, inadequate and unenforced compulsory\nattendance laws, and immigration. Immigration is a large factor as it\nsupplies two fifths of our illiterates. Our ignorance and pride incline us\nto blame 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 milion\nare white and one and three quarter million are colored. We then must\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 two-fold-poor\nschool facilities and unenforced compulsory school attendance laws. In\nsome 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 and 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 the\nproblem of illiteracy will vex us for a hundred years.\nBut why bother about illiteracy? There is less of it in the United\n\n"}
{"page": 193, "printed_page": null, "text": "168\n\nNATIONAL EDUCATION ASSOCIATION\n\nStates and in the world than ever before. What if a few millions of adults\nand 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 three-fold : The first is humanitarian, the\nsecond is economic, and the last is patriotic. In the first place, then, we\ncampaign against illiteracy for the purpose of subtracting from human\nmisery and adding to human happiness. In this day of print, when the\nsleepless printing presses are turning out tons of literature in the form of\ndaily papers, of magazines, and of books, in this day when the world, so\nfar as intercommunication is concerned, has shrunk to the size of a country\nof a 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\n\nany reason whatsover we are personally deprived for a time of the pleasure\nof reading we begin to appreciate in a small degree the pathetic condition\nof those to whom written language is an impenetrable mystery. The\nhumiliation and the loss of self-respect which come to those who are illiterate is something we can only imagine. Illiteracy is a badge of inferiority, a disgrace which is felt by every one to a more or less degree\nwho is a victim of it. The testimony of those who in adulthood have\nlearned to read and write is touching and compelling. A world-wide war\nagainst illiteracy would be justified on purely altruistic grounds, for happiness is a legitimate human goal.\nBut there are other considerations as well. It was a maxim of Napoleon\n\nthat an army travels upon its stomach. So does a nation, so does the entire\nhuman race. We are assured by the world's best authorities that the\nhuman race is nearing a critical situation so far as food supply is concerned.\nMost of the nations of the old world have already arrived at the stage of\nover-population. The new world is approaching the saturation point.\nIt will require all of the enlightenment and intelligence that the world\ncan muster to safely adjust population and food supply. The hope of the\nworld in this direction lies in the development, popularization and spread\nof scientific knowledge. Here enters education. It takes educated brains\nto produce wealth. The illiterate is economically inefficient and unproductive both for himself and for society. Compare the most illiterate and\nthe least illiterate States with respect to the production of wealth and note\nhow the balance tips in favor of literacy. In 1920, the per capita production of wealth in the five States which had maintained the most efficient\n\nschool systems measured by the Ayer's scale was nearly double that\nin the five States which had maintained the most inefficient school sys-\n\ntems. Franklin K. Lane estimated that illiteracy is costing the Nation\n$825,000,000 annually. The commission on waste in industry estimates\nan annual loss of $ 1,000,000,000 in the United States on account of\npreventable sickness. These amounts each approach closely the total\n\n"}
{"page": 194, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nJANITOR IN TRANSYLVANIA\n\n169\n\nI ransylvania bollege\n\nCOLLEGE , LEXINGTON , KENTUCKY. TAUGHT BY A STUDENT OF THE COLLEGE .\n\nLexingtank entucky\nmay 1919,21 .\n\nI ear mrs & Leward: I write to you\n\nto Thankyou for my book. I have\nnot learned much . butwhat clhave\n\nlearnedhas bien agreat helptome\n\namgoingto\nIbetter.\nmy book\ngone throughreadandwrite\nI havekeeptryingto\nam\n4 or 5 times. mrs steward would your send\n\nMe asecondreader if you think Ineed its\nI hope you can readthis badwriting.\nYours Truly\n\nHenry steven.s\nThis letter tells how the illiterate feels about learning to read and write.\n\n"}
{"page": 195, "printed_page": null, "text": "170\n\nNATIONAL EDUCATION ASSOCIATION\n\ncost of our public schools. The only remedy for these enormous losses is\neducation. Illiteracy breeds ignorance, unproductiveness, poverty, ill\nhealth, and low moral standards. For economic reasons alone the struggle\nagainst illiteracy must continue.\nBut there is another consideration which impels us forward in the effort\n\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 world\nseemed fanatical, this Nation established manhood and has added woman-\n\nhood suffrage, and in several States the primary, the initiative, the referendum and the recall have been adopted. The Government of this mighty\nNation is in the hands of the people. Public opinion elects our officials\nand controls them while in office. The ballot is at once the hope and the\nmenace of all democratic nations.\n\nIt is a savor of life unto life or death\n\nunto death. An ignorant ballot is a menace and a threat, an intelligent\nballot is a well-placed stone in the foundaion of the republic. A voter\nwho cannot read is necessarily a prey of the demagogue and the political\nand social profiteer. The number of such voters is appalling. In 1920,\n4,333,111 illiterates were twenty-one years or over, and consequently\nvoters. In many of our States this unintelligent mass would be sufficient\nto turn an election and decide tremendous issues of social significance. In\n\nthe old New England days the town meeting was the forum of public\ndiscussion and through such discussion the intelligent though illiterate man\ncould become informed on public questions. That day is gone forever\nand the printed page in book or magazine or daily press is the source of information. A voter who cannot use the printed page cannot hope to be\ninformed and consequently is a dangerous voter. The country cannot\nsafely perpetuate him .\nWe have now considered the present situation, the cause which produced\n\nit and the reasons for an unceasing campaign against illiteracy. It remains\nto consider our objectives, ultimate and immediate, and the methods by\nwhich 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\ntoday in the situation of a man who is pulling victims out of a river while\nsomeone 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\n\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 illiterates 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.\n\n"}
{"page": 196, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n171\n\nThe second source of illiterates is insufficient schooling. Here the\nline of procedure is evident. Our States that are backward educationally\nmust have more and better schools.\n\nIf the amendment to eliminate child\n\nlabor becomes effective, as no doubt it will, one source of illiteracy will be\nstopped, for when States quit working their children there is hope that\nthey will send them to school. Throughout many of our States there\nmust be a better enforcement of the compulsory education laws. No\nblow at illiteracy would be more effective than one delivered against\nlaxity in the enforcement of the laws compelling school attendance. Need\nor greed or the indifference of parents should not be permitted to rob\nthe children of the United States of their rightful inheritance through the\npublic schools and to weaken our social and political structure through the\nbreeding 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\ncampaign of a fervid type is needed in some States to create new ideals\nand set up new standards. Nothing is so hard to change as custom. What\nis 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\n\nbe left to philanthropy. A State program administered through the office\nof the State superintendent of education is the sound and approved method\nof procedure.\n\nWe have stressed the responsibility of the States in preventing and removing illiteracy, but this does not signify that we think the Federal\nGovernment has no responsibility in the matter. On the contrary we hold\nthat 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.\n\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": 197, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n172\n\nTENTATIVE REPORT OF THE COMMITTEE OF ONE\nTHOUSAND ON CHILD LABOR\nJOHN F. SIMS, PRESIDENT, STATE NORMAL SCHOOL\n\nSTEVENS POINT, WISCONSIN, CHAIRMAN 1\n\nThe Committee of One Thousand on Child Labor was first appointed\n\nby President Jesse H. Newlon in December, 1924, to carry out the policy\nadopted by the Representative Assembly in its resolutions of 1923 and\n1924. Its membership consists of from fifteen to twenty representatives\nfrom each of the States. The Committee was continued by the Representative Assembly in 1925.\nThe Constitution of the United States, adopted at Philadelphia in 1787,\nwas ratified by the necessary number of States and became effective in April,\n1789.\n\nIt therefore has served as the instrument of the Government for\n\none hundred thirty-six years and under its provisions the United States has\nbecome the happiest, the most prosperous, the most enlightened, and the\nmost civilized country in the world.\nWe pay the tribute of admiration to the makers of the Constitution-\n\nWashington, Madison, Franklin, Hamilton, and others. They knew they\ndid not frame a perfect document for incorporated in it was provision for\namending it, to wit : \" The Congress, whenever two thirds of both houses\nshall deem it necessary, shall propose amendments to this Constitution which\nshall be valid to all intents and purposes as a part of this Constitution when\nratified by the legislatures of three fourths of the states in conventions held\nin three fourths or over.\"\n\nOn April 26, 1924, the House of Representatives passed the Child Labor\nAmendment by a vote of 297 to 69. On June 2, 1924, the Senate passed\nthe bill by a vote of 61 to 23. Both Houses approved of the Amendment\nby a very substantial vote.\nThe National Education Association has been a vital factor in bringing this Amendment before the public and in urging the ratification of the\nAmendment, as is revealed by the following resolutions :\n1. At Oakland in 1923 among the resolutions appeared this: \"The National\nEducation Association in re-affirming its belief in the vital importance to the children of a law establishing a Federal minimum of protection from premature or\nexcessive employment favors a Child Labor Amendment to the Constitution\nauthorizing Congress to make such a law.\"\n\n2. At the Washington Meeting in 1924 the following resolution was unanimously\nadopted : \"Believing in Governmental responsibility, we endorsed in our last Convention an Amendment to the Constitution empowering Congress to make laws\n\nregarding Child Labor. We now advocate the ratification by the States of the\nChild Labor Amendment passed by the present Congress and urge the members\nof this Association to make every effort to obtain its ratification by the Legislatures\nof their respective States at the earliest possible moment.\"\n1 The membership of this committee consists of from fifteen to twenty representatives from\neach of the States.\n\n"}
{"page": 198, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n173\n\nWHY CONGRESS DEEMED IT NECESSARY TO PROPOSE THE AMENDMENT\n\nThis Amendment was proposed after the United States Supreme Court\nby 5 to 4 vote declared unconstitutional the laws of 1916 and 1918 passed\nby Congress to regulate child labor.\nThe first law was held unconstitutional on the ground that the\npower of Congress to regulate inter-state commerce was not broad enough\nto prohibit the transportation of commodities in the production of which\nchild labor had been employed. This Court did not hold that such legislation was not necessary or desirable. Justice Day said, \"That there should\nbe limitations on the right to employ children in the mines and factories\nin the interest of their own and the public welfare all will admit.\"\nThe second Child Labor Law imposed the same limitations upon the\nemployment of children as the first law and differed only in the way it\nsought to control such employment.\nCongress deemed it necessary to propose such Amendments for the following reasons :\n1. The State Laws were inadequate to give the children adequate protection.\n2. The States protecting children are in competition with other States with low\nChild Labor standards, introducing a large element of unfair competition. As a\nmatter of fact, mill owners and manufacturers were not only most bitter in their\n\nopposition to the Child Labor Amendment, but were primarily responsible for its\npassage, as year after year they declared unfair the competition of States with low\nchild labor standards. Arguing further, the improvement in such respects throughout the United States was necessary in order to preserve industrial stability and\n\nprevent industries from moving into States which maintained lower child labor\nstandards.\n\n3. Inter-state exploitation is not permitted by State laws .\n4. American children are now denied equal protection of the law.\n5. Evils resulting from child labor spread across State lines.\n6. There was notable increase in child labor when the Federal Laws were declared unconstitutional.\nTHE EXACT WORDING OF THE AMENDMENT\n\n\"Section 1. The Congress shall have power to limit, regulate and prohibit the labor of persons under eighteen years of age.\"\n\"Section 2. The power of the several States is unimpaired by this article\n\nexcept that the operation of State laws shall be suspended to the extent\nnecessary to give effect to legislation enacted by the Congress.\"\nIt may be well to state in this connection these facts :\n1. The Amendment merely gives to Congress the power to legislate\nwithin definite limits. There are three points to consider (a) to limit,\n(b) to regulate, (c) to prohibit the labor of persons.\nThe opponents of the measure stress the third point, proclaiming that\nthe Amendment proposes to prohibit the labor of all persons under eighteen\n\nyears of age, forgetting the provisions concerned in limiting and regulating\nsuch labor.\n\n2. This Amendment does not invade the rights of the States nor does\n\n"}
{"page": 199, "printed_page": null, "text": "174\n\nNATIONAL EDUCATION ASSOCIATION\n\nit make any law concerning child labor. Such laws will be passed within\nthe power conferred to Congress and no further.\n\n3. The cost of the administration of Child Labor legislation need not\nbe necessarily great as there has always been coöperation between the State\nand National officials in this respect. In fact, while Federal child labor\nlaws were in effect little trouble was experienced in correcting many\nevils of child labor in the several States .\nOPPONENTS OF THE AMENDMENT\n\n1. The National Manufacturers' Association .\n\n2. Committee on the Rejection of the Twentieth Amendment with offices at\nWashington, D. C.\n3. Southern Textile Bulletin .\n\n4. Moderation League ( Organized to oppose the Volstead Act) .\n\n5. The Woman Patriot ( Formerly anti-suffrage now anti-feminist organization ) .\n6. The Sentinels of the Republic.\n7. The Women's Constitutional League of Maryland ( Organized by former antisuffragists to oppose the Shepherd-Towner Maternity-Infancy Protective Law) .\n8. The American Farm Bureau Federation .\nTHE ARGUMENTS OF THE OPPONENTS\n\n1. The doctrine of State Rights is invaded.\nThis doctrine has given rise to many controversies in our history, dating\nfrom the time of the adoption of the Constitution itself.\nToo much centralization of power is the bane of our Government today,\nit is said. The purpose is to give larger and larger power to the several\nStates and to minimize the power granted to Congress. Opponents insist\nthat the powers not granted to the Congress under the Constitution or prohibited by it to the States are reserved to the States respectively. The\ncorollary, however, follows that if the States do not use the powers granted\nthem for their general welfare it becomes the duty of Congress to enact\nsuch laws. There have been other invasions of the powers of the States\nas revealed in the abolition of slavery, the enactment of the Amendment\nprohibiting the sale and manufacture of intoxicating beverages, the\nWoman's Suffrage Amendment, and the National Income Tax Amendment.\n\n2. Insistence that the number of child laborers is greatly exaggerated.\nIt is notably true that the number of children employed as set forth by\nthe opponents is far less than those set forth by the United States Bureau\n\nof the Census, and surely the census figures ought to be correct.\n3. The Child Labor Amendment, if it became a part of the Constitution, would invade the sanctity of the home.\nThe Federal Labor Laws of 1916 and 1918 made no such invasion, nor\n\nhave the several States who now have full power to enact child labor\nlaws ever dreamed of such invasion.\n\nAs the home is so is the Nation.\n\nWhatever contributes to the building of happy, prosperous, and enlightened\n\n"}
{"page": 200, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n175\n\nhomes is a contribution to the National welfare. No sane body of lawmakers would ever attempt such invasion.\n4. That no persons under 18 could work on the farm.\nStates now have the right to regulate child labor up to 21 and nowhere among the 48 States is such a law spread upon the statutes.\n5. Objection is made to the arbitrary limit of 18 years.\nOur opponents would be opposed to an arbitrary limit of 16 or even\n14. It is merely a subterfuge. They insist that the character of youth\nwould be injured by idleness which is fatal to the virile American spirit .\nIt is not clear how legislation which safeguards the children of America,\nso that they may develop in full measure, body, mind, and soul, would be\nfatal to the virility of the American spirit.\nSUPPORTERS OF THE AMENDMENT\n\n1. American Association of University Women.\n2. American Federation of Labor.\n\n3. American Federation of Teachers .\n4. American Home Economics Association.\n5. American Nurses' Association.\n\n6. Commission on the Church and Social Service, Federal Council of the\nChurches of Christ in America.\n7. General Federation of Women's Clubs.\n\n8. Girls' Friendly Society in America.\n9. Medical Women's National Association.\n10. National Child Labor Committee.\n\n11. National Consumers' League.\n12. National Council of Catholic Women.\n\n13. National Council of Jewish Women.\n14. National Council of Women.\n\n15. National Congress of Parents and Teachers .\n16. National Education Association .\n17. National Federation of Business and Professional Women's Clubs .\n\n18. National League of Women Voters.\n19. National Woman's Christian Temperance Union.\n20. National Women's Trade Union League.\n21. Service Star Legion.\n22. Young Women's Christian Association.\nARGUMENTS OF THE SUPPORTERS\n\n1. The Child Labor Laws in many of the States do not adequately protect children in their growth and development .\n2. The number of children between the ages of 10 and 15 engaged in\n\ngainful occupations, as revealed by the census of 1920, was greater than\nbefore the nullification of the child labor laws by the Supreme Court.\n3. The cause of the alarming illiteracy in the United States has a close\nrelationship to the fact that thirty-seven States permit children to engage\nin occupations without a common school education.\nEleven States allow children under 16 to work from 9 to 11 hours per\n\nday.\n\nThe secretary of the Cotton Manufacturers' Association in one\n\n"}
{"page": 201, "printed_page": null, "text": "176\n\nNATIONAL EDUCATION ASSOCIATION\n\nState boasts that in his State the child labor laws are unexcelled by\nany other State in the Union, yet children of 14 in that State are permitted to work 11 hours per day. In another State, a child of 12 may\nwork 10 hours per day in textile mills, laundries, and places of amusement, and 12 hours per day in other occupations.\nThe American Federation of Labor insists that 8 hours is long enough\nfor an adult.\n\nMany States have inadequate laws looking for the prevention of accidents.\n\n4. The children of America are to become the workers and rulers of the\n\nfuture. They may become leaders in some worthy line of human endeavor. To them must we look for the perpetuation and improvement\nof the principles on which this Nation was founded. To them must we\nlook for that patriotic spirit and devotion which shall ever cherish, as a\nsacred heritage from heaven, the freedom which dwells under the Stars\nand Stripes . To prepare them for such work and for such patriotic leadership is the business of America. Unless they get the necessary training\nduring the formative years of their lives they are handicapped in the race.\nChild labor prevents such development.\nPROGRESS OF THE AMENDMENT\n\nFour States-Arkansas, Arizona, California, and Wisconsin-have\nratified the Amendment. Many more than twelve States have registered\nadverse action against it. The opponents proclaim with jubilation that\nthe 20th Amendment is dead beyond resurrection and that its final doom\nhas been sounded throughout the Nation. The National Education Association and the other great organizations supporting it must not and will\nnot yield to discouragement by the seemingly overwhelming obstacles\nthrown in our pathway by our well-organized and strongly entrenched\nopponents. We will meet them with the spirit of our boys in the World\nWar, whose slogan was, \"Where is the obstacle ? Lead us to it. We will\ngo over the top.\"\nThe Amendment itself carries no time limitation for its ratification. The\n\nSecretary of State is given no other power in the law than to certify that\nit has been ratified by a sufficient number of States. He is given no authority to certify that it has been defeated. Our souls must march bravely\non in this warfare. The combat proclaims the hero. The loyalty and\nfighting spirit of the son of Erin who said \"I'm with you in this cause\nto the end, or I'll die in the attempt\" must be ours. Surely no more\nworthy cause can challenge our efforts than the conservation of the health,\nstrength, and right education of the children of the Nation.\nFollowing the action of Congress in proposing the Amendment by a\nlarge vote in each House it was an astounding surprise to the friends of\n\nchild labor legislation to learn that such powerful, well-organized opposition developed against ratification, and to become aware of the means and\nmethods they employ in their attempts to defeat it.\n\n"}
{"page": 202, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n177\n\nMisrepresentation, appeals to prejudice, and the high danger of centralization were the weapons used. The country was flooded with their literature, and their orators were heard in every State. The farmers' children up to 18 could no longer milk the cows, weed the garden, care for the\npoultry, or do the chores. The education of the children could not be\nsupervised by the parents. A dictatorship would be established in Washington. State rights would be placed in greater jeopardy. The list could\n\neasily be extended, but intelligent and ignorant alike reached these conclusions on hearing only one side of the question, and without weighing the\nevidence, or considering the accuracy of the data submitted. The forces\nof the opposition dwelt not on the possibilities of the Amendment, on what\nit might do for childhood, but on the theoretically possible improbabilities,\nemploying them to terrify voters and legislators as to what Congress might\ndo, if granted the power.\n\nAn extensive and intensive campaign of enlightenment is imperative. The\nsupporters of the Amendment must discharge this obligation with fidelity\nand completeness.\n\nThe heart of the American people is right.\nATTITUDE OF PRESIDENT COOLIDGE\n\nRead the following statements of President Coolidge in answer to those\nwho hold that he is opposed to this Amendment.\n\"Our different States have had different standards or no standards at all for\n\nChild Labor. The Congress ought to have authority to provide a uniform law\napplicable to the whole nation which will protect childhood.\"\n\"Our country cannot afford to let anyone live off the earnings of its youth of\ntender years. Their places are not in the factory but in the school, so that the\nmen and women of tomorrow may reach a higher state of existence and the Nation\na higher standard of citizenship.\"\n\"The Government can and should always be expressive of steadfast determination, always vigilant to maintain conditions under which these virtues are\nmost likely to develop and secure recognition and reward. This is the American\npolicy.\"\n\n\"It is in accordance with this principle that we have enacted laws for the\nprotection of public health and we have adopted prohibition in narcotic drugs\nand intoxicating liquors. For the purpose of national uniformity, we ought to\nprovide by constitutional amendment and appropriate legislation for limitation\nof child labor .\"\n\nPresidents Roosevelt, Wilson, and Harding have concurred with President Coolidge in approval of child-labor legislation by Congress. ExPresident Charles W. Eliot of Harvard has also endorsed it. These names\n\nstand out like beacon lights in the interest of childhood.\nOUR GREAT TASK\n\n1. The census of 1920 shows that over 1,000,000 children between 10\n\nand 15 inclusive were engaged in gainful occupations in this land of the\nfree and the home of the brave.\n\n"}
{"page": 203, "printed_page": null, "text": "178\n\nNATIONAL EDUCATION ASSOCIATION\n\n2. The political and social conditions favorable to work that elevates\nand enriches human life approach nearest America's standards of living.\nChild labor is subversive of these standards .\n\n3. Proponents of child labor sacrifice childhood to money; education to\ncheap production and the amassing of wealth. They foster greed in the\nstrong, hatred and discouragement in the weak.\n4. The recognition by Congress of conserving the childhood of America\n\nmarks an epoch in our constitutional history fraught with wholesome farreaching results. Who can estimate the value of the child-the potential\nworker and ruler of the future. Let us be loyal to him.\n5. It is the function of the present generation to conserve the interests\nof the children so that in the springtime of life they may have abundant\nopportunity for the training which will so develop them physically,\nmentally, and spiritually that later they may discharge in full measure the\nduties and responsibilities of American citizenship.\n6. The challenge has been flung at us. Your committee enlists in the\ncombat with the spirit of the Crusader and prays for your enthusiastic cooperation.\n\nThe plan of campaign up to date is suggested by the following :\nStevens Point, Wisconsin,\nJanuary 19, 1925.\n\nTo All Members of the Committee-It gives me great pleasure to know that you\nhave been honored by appointment as a member of the Committee of One Thousand\non Child Labor and it will give me greater pleasure to learn of your acceptance\nand coöperation.\n\nThis recognition by Congress of the importance of conserving the childhood of\nAmerica, our future rulers, through the proposed amendment which gives that body\n\"the power to limit, regulate and prohibit the labor of persons under eighteen\n\nyears of age\" marks an epoch in our Constitutional and Educational history fraught\nwith wholesome, far-reaching results.\nThis amendment becomes an integral part of our Constitution and, therefore, of\nthe supreme law of our land when ratified by three-fourths of the states.\nThe N. E. A. committee of one thousand, not one of research but of high, pur-\n\nposeful organization, is definitely and enthusiastically committed to the task of\nbringing to bear on legislative bodies to secure the end sought, the organized\ninfluence of our 150,000 members, of the 550,000 other teachers and of other\norganizations who hold the welfare of the children in their heart of hearts.\n\nThe votaries of opposition, powerful and strongly intrenched, will be found in\nmisunderstanding, diffidence, selfishness, as well as in those who hold unswerving\nallegiance to the political principle of state rights. It will require all of our resources, all of our staying powers and all of our high resolve to fight bravely on,\nto enlighten members of legislatures to recognize the need of such an amendment\nin extending the powers of Congress to include that of establishing necessary\nminimum standards of protection for the children of America.\nIt is the function of the present generation to conserve the interests of the children so that in the springtime of life they may have abundant opportunity for the\n\ntraining which will develop their physical, mental and spiritual powers so that\n\nthey may later discharge the duties and responsibilities of American citizenship,\nboth private and public, with fidelity and completeness.\nThe challenge has been flung at us and we must enlist in the combat with the\n\nspirit of the Crusader. Beseeching your acceptance of this honor, your earnest\ncoöperation, and your constructive suggestions to bring about this consummation\nso greatly to be desired, I am cordially yours, John F. Sims, Chairman .\n\n"}
{"page": 204, "printed_page": null, "text": "179\n\nREPORTS OF COMMITTEES\n\nStevens Point, Wisconsin,\nFebruary 5, 1925.\nTo the Wisconsin Members of the One Thousand N. E. A. Committee on Child\n\nLabor-The Senate Committee hearing on Child Labor held January 29 was most\nencouraging as the Committee gave unanimous decision in favor of it. On Febru-\n\nary 4 it was ratified in that body by a vote of 19 to 10. Governor Blaine supports it.\n\nIt is now imperative that we use all of our resources in securing like favorable\naction from the Assembly. The opponents of the measure have started a well\n\norganized and vigorous campaign basing their appeals on prejudice and misunderstanding.\n\nPlease write to your Assemblyman urging his support. Interest civic organizations of your community to pass resolutions endorsing it and forward such resolutions to your Assemblyman.\nYou know that many ( 14) States have rejected it, but the issue is not dead nor\n\nis it settled. Opposition to such a worthy cause should arouse the fighting spirit\nin us. We are working in the interest of the child, the future citizen. Surely\nit is his birthright to have opportunity for the physical, mental, and moral development which will enable him to function as a worthy American citizen, when\nhe must fight his own battles.\nThe child must be equipped for life with an unfettered start and a fair chance\nin the race. The Child Labor Amendment will be a mighty factor in bringing\nthis condition about.\n\nThanking you for your coöperation, I am cordially yours, John F. Sims,\nChairman .\n\nP. S. Wisconsin has ratified the amendment.\n\nStevens Point, Wisconsin,\nFebruary 6, 1925 .\n\n- , Chairman, Child Labor Committee of One Thousand-Having called\na meeting of the N. E. A. Committee of One Thousand on Child Labor in the\nBusiness Men's Building at Cincinnati on February 25 at 2:00 P. M., will you not\n\nkindly notify the members of your State committee who are planning to attend\ntheDepartme\nDepartment of Superintendence to be present?\nIt is my purpose to have a Round Table discussion of ways and means for\nsecuring ratification of the Federal Amendment so vital to the childhood of\nAmerica and consequently to the Nation itself.\n\nIt appears to me that the following are pertinent for each State:\n1. Forces of misrepresentation : how to combat them.\n2. Arguments for and against the Amendment.\n\n3. Civic and other organizations of your State for and against the Amendment.\nHow best to combat the opposition ?\n\n4. In how far will any legislation of Congress be likely to prohibit child labor on\nthe farm.\n\n5. To what extent is the theory of State Rights invaded? To what extent are\nStates suspicious of further extension of federal powers ?\n6. What was the attitude of political parties in your State in 1924 as revealed in\nthe party platforms?\n7. To what extent is it true that the rejection of the Amendment by more than\ntwelve States has killed it?\n\n8. The effect of Federal Laws of 1916 and 1918 on child labor in your State?\n9. The effectiveness of present Child Labor Laws in your State in the light of the\n\nchild's development, physically, mentally and morally.\nIt is imperative that we go into this discussion very thoroughly. The fight will\nbe long and bitter. Opposition should serve only to stimulate us to battle more\nvaliantly. We will eventually win.\nThanking you for your enthusiastic coöperation, I am Cordially yours, John F.\nSims, Chairman.\n\n"}
{"page": 205, "printed_page": null, "text": "180\n\nNATIONAL EDUCATION ASSOCIATION\n\nMINUTES OF MEETING OF COMMITTEE OF ONE THOUSAND ON\nCHILD LABOR OF THE NATIONAL EDUCATION ASSOCIATION HELD\n\nAT CINCINNATI, OHIO, FEBRUARY 25, 1925-AT 2 P. M.\n\nAfter a survey and history by John F. Sims, of the Child Labor Legislation and Amendment to date, there was open discussion from the floor.\nMr. Warriner, of Michigan, was doubtful as to wisdom of further\neffort at this time.\n\nMiss Grogan, representing the local Cincinnati Committee, cited report\nof the Children's Bureau as to industrial accidents .\n\nMr. Cortright, of Connecticut, indicated local government conditions\nin his State relative to legislative control together with the determined\nattitude of industrial interests. Suggested need of funds for use of this\ncommittee. This idea reinforced by Iowa representative.\n\nMr. Keating, of Colorado, insisted on need of continuing the fight.\nMiss Dobbs, of Missouri, spoke of need of more literature on the subject.\nMr. McDowell, of Illinois, moved that the Executive Committee of the\nN. E. A. be requested to secure funds for campaign of education this year\namong teachers and that the cause be included in the N. E. A. Budget\nnext year .\n\nMotion seconded and carried .\n\nMr. Frazier, of Colorado, called attention to the problem of child labor\nin the sugar beet area in his State an immediate situation taken by opponents to disarm proponents of the amendment.\nMotion to raise funds on basis of one dollar ($ 1.00) from each member\nof this committee not favored.\n\nMr. Smith, of Tennessee, moved that the Chair appoint a sub-committee\nto study the problem further and report to the larger committee at the\nIndianapolis meeting. Carried.\nObvious from tenor of remarks that information among members of\nthe committee was not so full or comprehensive as might be desired and the\nsecretary suggests that all members should be put in closer touch, if possible,\n\nwith the agencies which furnish such literature. Respectfully submitted,\nW. H. Shephard, State Director N. E. A. for Minnesota. Following this\nmeeting the members of the committee present were supplied with literature from headquarters.\nStevens Point, Wisconsin,\nMay 21, 1925.\n, Chairman, Committee of One Thousand on Child Labor-The meet-\n\ning, February 25, 1925, of the members of the Committee of One Thousand on\nChild Labor who were present at the Cincinnati convention revealed a most optimistic attitude. All obstacles failed to discourage, and a vigorous campaign in\nthe interest of its final ratification was urged and planned. A program of enlightenment to combat the organized opposition was adopted.\nInpresenting the tentative report of the Child Labor Committee at Indianapolis,\nI will greatly appreciate your reaction on the following pertinent points :\n1. Arguments for and against the Amendment.\n2. Civic and other organizations of your State for and against the Amendment.\n\n3. In how far will any legislation of Congress be likely to prohibit child labor on\nthe farm?\n\n4. The effect of Federal Laws of 1916 and 1918 on child labor in your State.\n\n"}
{"page": 206, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n181\n\n5. What was the attitude of political parties in your State in 1924 as revealed in\nthe party platforms?\n6. What, if any, reactionary legislation was enacted by your State during the session\nof legislature in 1925?\n7. How can we organize your forces to secure favorable consideration of the Child\nLabor Amendment in the next session of your legislature?\n\n8. The effectiveness of present Child Labor Laws in your State in the light of the\nchild's development-physically, mentally, and morally.\n\nIt is imperative that we study this vital matter thoroughly. The fight will be\nlong and bitter. Opposition should serve only to stimulate us to battle more\nvaliantly.\n\nWe will eventually win.\n\nThanking you for your enthusiastic coöperation, I am Cordially yours, John F.\nSims, Chairman.\n\n"}
{"page": 207, "printed_page": null, "text": "182\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF COMMITTEE ON CHARACTER EDUCATION\nMILTON BENNION, DEAN, SCHOOL OF EDUCATION, UNIVERSITY OF UTAH,\nSALT LAKE CITY, UTAH, CHAIRMAN\n\nThe Committee presented a preliminary report at the Indianapolis meeting which was considered in preparation for the final report which is to be\npublished by the United States Bureau of Education during the year. The\nfollowing Character Education Theses, also presented at the Indianapolis\nConvention, outline the main points in the report :\n1. The processes of character education take place through development and\n\norganization of the natural powers of the child; this development and organization is greatly accelerated by concentrating the energies of the individual upon\nrealization of life-purposes .\n\nIt is, therefore, of utmost importance to discover what are the natural powers\nand tendencies of each child, and to assist him in the wise selection of life purposes\nand the best means of realizing them. This is educational guidance, which should\nbe recognized as one of the chief functions of both home and school. Among the\nmost hopeful movements now in course of development in the schools are the child\nguidance clinics and the systems of personal counselling.\n2. Conscious intervention in the processes of character education is concerned\n\nfirst with the positive development of personalities. This intervention is, however, concerned also with saving the immature from all forms of delinquencyputting them on their guard. A study of the forms, causes, and prevention of\n\ndelinquency is, therefore, one of the essential features of any plan of character\neducation.\n\n3. In the processes of character development in the schools curricular materials\nand classroom methods best contribute towards the ends of character education\n\nwhen they are purposeful to the pupils and are at the same time socially valuable.\nThe range of these materials and methods should be broad enough to appeal\nto all of the child's powers and to his deeper and more permanent interests.\nTeacher and pupils should constitute a community in which each strives earnestly\n\nand sincerely for the best good of the group, including the good of each individual\nmember.\n\nThe habits, standards, and ideals of ethical living should be progressively\nrealized as the pupil advances from grade to grade ; this should be especially\ntrue of his ability to meet successfully increasingly complex situations. To this\nand every suitable occasion to develop the child's capacity for moral insight should\nbe utilized, and he should be stimulated to behavior in agreement with his insight.\nThis calls for both intellectual comprehension and proper evaluation of the good ;\nalso for an emotional tone toward it that insures the most lasting satisfaction in\nhelping to realize it.\nCurricular materials should include study of concrete instances of conduct\nwithin the child's own experience as well as instances drawn from literature and\nbiography. In high school these studies should be extended to include the duties\n\nand moral responsibilities of social institutions; the duties of persons toward these\ninstitutions, of these institutions toward persons, and of both persons and institutions towards humanity.\nThis calls for more emphasis on the ethical aspects of the social studies.\n\nThis\n\ndemand is being met in most high schools and colleges by courses in social ethics .\nThe installation of such courses should not be permitted to detract from the moral\nvalues to be developed in other courses and activities of the school.\nThe method of character education in general should be to help the child to\n\n"}
{"page": 208, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n183\n\nimprove his behavior in the immediate present; this is the best guarantee of good\nbehavior in the future.\n4. Under favorable conditions the best character education results in school\n\ncommunity life are obtained where the pupils participate in the responsibilities of\nmanagement of this community life. They must have practice not only in individual self-control and self-direction but also in sharing with others group control\nand direction. They must ultimately develop a loyalty to the highest good of the\ncommunity that will surpass all personal considerations that might otherwise\ninterfere. This oftentimes calls for the exercise of great moral courage.\n\nWhere sufficiently high standards have been attained these standards may be\nfurther advanced by adoption of the honor system as a phase of student govern-\n\nment. This applies not merely to honesty in examinations but to honesty and\nintegrity in every phase of community life.\n5. If society is to attain satisfactory results in character education it must devise\n\nways and means of enlisting in the teaching profession the most capable young\npeople who have teaching personalities. Society must also provide high professional\nstandards and means of realizing these standards. This will require larger expenditures on teacher-training institutions and on teachers' salaries. It will also\n\nrequire revision upward of the social status of teachers. There must be general\nrecognition of the fact that development of humanity is the ultimate goal, and\nthat money, and all other economic goods are but means to this end.\n\nThe development of public sentiment favorable to this procedure is, therefore,\nan essential step in any program of character education.\n\n"}
{"page": 209, "printed_page": null, "text": "184\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF THE COMMITTEE ON RELATIONSHIPS OF\nTHE NATIONAL EDUCATION ASSOCIATION\n\nOLIVE M. JONES, PRINCIPAL, PUBLIC SCHOOL 120\nNEW YORK CITY, CHAIRMAN\n\nThe Committee on Relationships of the National Association with Departments,\n\ncommittees, and Allied Organizations was first appointed by Jesse H. Newlon for\nthe year 1924-25.\n\nThe Committee on Relationships of the National Education Association\nmet at the Business Men's Club, Cincinnati, Ohio, on February 24, 1925.\nThe chairman presided.\nAs set forth by Jesse H. Newlon, President of the National Education\n\nAssociation, 1924-1925, the purpose of this committee includes : ( 1 ) To\ndetermine what should be the relation of the National Education Associa-\n\ntion to allied organizations, and of allied organizations to the National\nEducation Association ; (2) To determine the responsibility the National\nEducation Association should share or assume for allied organizations; and\n(3) To establish a policy in regard to the using of the name of the National Education Association in endorsements, etc., including its use by\nsections, committees, departments, or other divisions of the National Education Association.\n\nAfter long and careful discussion, the following recommendations were\nagreed upon and were presented to the executive committee of the National Education Association, the next day. They are now presented in\nthis report for consideration and adoption by the representative assembly.\n1. This committee recommends that the National Education Association\n\nestablish a policy of defining a time limit for the existence of mutual\nrelationships with allied organizations, requiring reaffirmation or\ntermination at the end of such time limit.\n\n2. This committee recommends that the National Education Association\n\nshall require all allied organizations to submit to its executive committee for approval all policy-making resolutions before using the\nname of the National Education Association in support of such\nmeasures .\n\n3. This committee recommends that the secretary of the National Edu-\n\ncation Association shall notify the heads of departments, committees,\nsections, or other divisions of the National Education Association,\nthat the name of the National Education Association may not be\nused in endorsement, or in opposition to any person, policy, resolution, or publication without the consent of the executive committee\nof the National Education Association.\n\n"}
{"page": 210, "printed_page": null, "text": "185\n\nREPORTS OF COMMITTEES\n\nREPORT OF THE COMMITTEE ON HOMES FOR\nRETIRED TEACHERS\nOLIVE M. JONES , VICE PRESIDENT OF THE NATIONAL EDUCATION\nASSOCIATION, NEW YORK CITY, CHAIRMAN\nThe Committee on Homes for Retired Teachers includes one or more members\n\nfrom each State. The completed list will be announced later.\n\nFor action of the\n\nExecutive Committee creating this work, see Proceedings 1924: 87, 89, 114. A\nbulletin entitled A Plan for a Teachers' Home, compiled by Miss Jones, has had\nwide distribution. For Miss Jones' talk on the subject before the Department of\nSuperintendence, see the index of this volume.\n\nA motion was passed at the 1924 Washington meeting of the National\nEducation Association, accepting the gift of Marilla Parker, of Chicago ,\nwhich upon her death is to be used by the Board of Trustees of the National Education Association as part of a fund for a Retired Teachers'\nHome. A second motion was passed authorizing Olive M. Jones to prepare plans for the establishment of this home, subject to the approval of\nthe Executive Committee of the National Education Association .\n\nThe need of a home for retired teachers-Actors, sailors, Masons, and\nother groups provide for the old age and for the comfort of retired members of their organizations. Many benefit organizations maintain such\nhomes. Homes for the aged poor have long replaced the old-time almshouse inmany localities.\nTo few of those homes is the retired teacher eligible. If she has a\npension, its amount is too small for the weekly or monthly payments required, or the receipt of a fixed income renders her ineligible for admission\nto homes that require a sum to be paid in its entirety upon admission.\nThe education, experience, and social life of a teacher make the home for\nthe aged poor a harsh return for her years of service, yet the salary of the\naverage teacher does not permit of saving in amounts sufficient to warrant\nany other home and care in old age.\nNeither is financial need the only, or even the saddest, part of the retired\nteacher's need. Companionship to prevent loneliness and grief-this is the\nneed the old teacher feels most and says least about. I have seen them\nliving in hotels alone among strangers, no one having any community of\ninterest with them, and many shunning them as tiresome bores. Among\npeople of similar age and with similar experience, as at a Teachers' Home,\nthey would not lack companionship. The need of a home in old age is\nparticularly the problem of the unmarried woman teacher. The large majority of men have families and look to the grateful care of sons and daughters. The unmarried woman teacher has no such future hope. In addition, her salary has usually been smaller, her opportunities for making\n\"extra\" money have been few, and she usually has the support and care of\nher own parents and aged relatives, being the last one left in the family\nhome.\n\n"}
{"page": 211, "printed_page": null, "text": "186\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe Ella Flagg Young Club, of Chicago, volunteered in February, 1924\nto make a preliminary investigation to demonstrate whether need for any\nsuch home actually exists. Miss Isabella Dolton, president of the Club,\nappointed a committee which began work at once under the direction of\nMiss Jane Neil as chairman. In June Miss Neil made a report, the substance of which is as follows :\nCOMPILED FIGURES OF SURVEY\n\n1. How many retired teachers do you know who need companionship and care at\npresent?\n\n1263 .\n\n2. Is it possible that at some future time you may need the facilities which a\ncolony or residence for retired teachers would offer ?\nTotal number of teachers to whom questionnaire was submitted .. 8194\n3545\nVoting yes ......\n3300\nVoting no.....\n3. If such a project were successfully undertaken would you care to become a\n\nresident, granting, of course, that the conditions were conducive to comfort and\nhappiness ?\n\nVoting yes .......\nVoting no....\n\n2484\n2861\n\nRaising the funds-In February, at the Cincinnati meeting of the Department of Superintendence, the committee considered four ways of raising\nfunds.\n\nIt is the wish of the committee to use all four methods simul-\n\ntaneously since different elements in each community will be reached by\neach method.\n\nThese four methods are :\n\nPlan A- Collection organization-Select a chairman for each State.\nThese State chairmen are to constitute the N. E. A. Advisory Committee\non a Home for Retired Teachers. In order to secure the names of persons\n\nwilling to act in such a capacity, letters were sent to N. E. A. State Directors, to State Commissioners of Education, to the president and the sec-\n\nretary of State associations . At date of writing this report, favorable\nreplies have been received from thirty-one States. The State chairmen are\nto carry on campaigns for raising money in such manner as they find best\nsuited to conditions in their several States and to serve as agencies through\nwhich the other plans are to be operated.\nPlan B-Thank offering-Ask teachers in all the States to contribute one\n\ndollar each as a thank offering the day before Thanksgiving Day. This\ncollection is to be made for the fund by the State chairman, or the State\nDirector, or the State Association Secretary, as may be agreed upon in each\nState.\n\nThe total amounts when collected for Plans A and B are to be sent\n\nto the office of the National Education Association and are to be preserved\n\nas a separate fund for a Teacher's Home. The Board of Trustees of the\nNational Education Association is to act as the custodian of all funds raised\n\nby means of any plan.\nPlan C-Endowment by life insurance-A local or State Association\n\nmay pass a resolution authorizing the contribution of $100, or multiples\n\n"}
{"page": 212, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n187\n\nthereof, annually-for, say, the period of ten years.\n\nWhen in a position\n\nto assume the responsibility of the $100, $200, or more per year, then the\nAssociation may select one or more members on whose life, or lives, the\nendowment is to be issued, the number to be determined by the amount of\nthe annual contribution. The premium deposits may be made annually,\n\nsemi-annually, or quarterly, as may be most convenient to the Association,\nbut it is preferable to make such deposits annually in advance, when possible. At the maturity of the endowment, the face value-one, or two, or\n\nten thousand, as the case may be, plus the accumulated dividends will be\npaid over to the fund of the National Education Association for the homes\nwe desire to create. But in case of the death of the person on whose life\nthe endowment is issued, prior to the end of the endowment period, then\nthe full amount of the endowment will be immediately paid to the National Education Association, plus the dividend accumulation, and all further premium deposits thereon will cease. Advances may be procured on\nthe endowments any time after the third year, thus giving us some of the\nfunds with which to carry on the work prior to, and without waiting to\nthe end of, the endowment period.\nOne of the greatest life insurance companies in the world stands ready to\n\nundertake the details of this plan if approved by the National Education\nAssociation.\n\nPlan D-Professional collection agency-There are several highly reputable and long-experienced companies which make a profession of raising\nfunds for worthy causes. The best of them will not undertake a cam-\n\npaign to raise funds until they have thoroughly investigated the need and\nworth of a cause seeking their services and until the cost of conducting the\ncampaign has been provided exclusive of the fund to be raised.\nNo steps have yet been taken towards securing the aid of such agencies,\nother than interviewing some of them in order to gain an understanding of\ntheir procedure.\n\nLocation-It may eventuate in years to come that more than one home\nwill be required. It is planned now to select Washington, D. C., as the\nsite for the first home.\n\nSize\n-admission-operation-These are considerations to be presented\nto theAdvisory Committee after it is organized. No plans regarding these\npoints have yet been framed.\n\n"}
{"page": 213, "printed_page": null, "text": "188\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF THE COMMITTEE ON THRIFT EDUCATION\n\nARTHUR H. CHAMBERLAIN, SECRETARY, CALIFORNIA STATE TEACHERS' ASSOCIATION, SAN FRANCISCO , CALIFORNIA, CHAIRMAN\n\nThe Committee on Thrift Education was organized in 1915 and was continued\n\nfrom year to year until the 1925 meeting, when by action of the Executive Committee its work was referred to the Curriculum Commission of the Department of\nSuperintendence.\n\nWhen one year ago the chairman on behalf of the Thrift Committee\nmade a brief report before this body, he expected such report to close the\nwork of the Committee. It was pointed out by our President, however,\n\nthat unlike many subjects under investigation Thrift Education is a matter\nfor more continuous study, and that the situation was such as to make\nfurther investigation and report desirable.\nThe need today for an understanding of the principles of thrift, the ac-\n\nquiring of thrift habits by the younger generation, and the practice of\nthrift in our every-day life, is not less than formerly, but greater. New\ngenerations of children are finding their way through the schools; new\n\nteachers are coming into the class room. Our economic and social conditions are making necessary a greater need for the application of thrift in all\nphases of our industrial and commercial and community life.\nOne year ago at Washington there was held a two day conference on\nthrift education. Emphasis was given to a consideration of school savings\nbank systems, to thrift in industry, to thrift as applied to natural resources,\nto health and physical fitness and to numerous other phases of thrift work.\nThe results of that conference embodied in an eighty page booklet and\npublished by the National Education Association, has had wide distribution\nand study throughout the schools of the country. This national conference\ngave added impetus to thrift work in many school systems.\nDuring the ten years since the organization of the Committee on Thrift\nEducation, a number of reports have been issued by the committee. It was\nfound necessary during the early years of the committee's work to secure\nfirst on the part of committee members themselves something of an understanding of the significance of thrift, and the need for introducing the study\nof thrift throughout the schools. In the years following plans were laid\nfor the introduction of thrift courses .\n\nWe have now reached the point\n\nwhere it is no longer necessary to consider the need for thrift. Attention\nmust be focused upon practical ways of teaching thrift and conservation to\nthe boys and girls in order that it may be practiced by the citizens of tomorrow\n\n.\n\nThe Thrift Committee is planning a further development of its activities.\nIt is now seeking to secure through the efforts of a number of sub-committees such tangible results and suggestions as to be of value in planning\nschool courses and in modifying school curricula. In this connection it is\nto be understood that thrift is not to be introduced as an additional school\n\n"}
{"page": 214, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n189\n\nsubject. Indeed the curriculum is now over-full and should be simplified\nrather than made more complex through the addition of new subjects. The\n\nplan is to amplify and make more practical the regular and fundamental\nschool subjects, such as arithmetic, geography, biography, home economics\nand all the rest. In other words what is necessary is to give the problems\nthat develop under these subjects a thrift setting, such as to make them\nrelate to actual life conditions.\n\nOf the sub-committees now at work several are making investigations of\nthe utmost importance. Their findings, it is hoped, may be brought together in a subsequent report a year hence. These include investigations\n\nin the field of savings and investments including various plans for school\nsavings banks; health and physical fitness; thrift in relation to government\n\nand citizenship; economy in the family and the home; economy of time,\neffort and energy; waste and by-products ; natural resources, and the thrift\nclub movement. Other phases of thrift suggest themselves for study and\ncommittees may later be put to work investigating and reporting upon various ways of economizing in industry, in thrift in relation to agriculture and\nfood products, thrift and social service, and like important problems.\n\nIn July two years ago during the conference on education held at San\nFrancisco-Oakland, in connection with the meeting of the National Educational Association, the chairman of the Thrift Committee introduced a\nresolution that received unanimous endorsement. The resolution read :\nRealizing in this period of world reconstruction the vital importance of thrift\ninthe econome life of every nation, Be it Resolved, that we, the delegates assembled\nin the World Conference on Education, favor the appointment of an International\nCommittee which committee shall study all phases of the problem and issue reports\nwhich shall be made available in all countries.\n\nIt had been thought until recently that this question would be taken up\nfor consideration at the meeting to be held in Edinburgh this summer. The\n\nchairman of the Thrift Committee regrets that it will be impossible for\nhim to attend this conference, and make a report there as had been expected.\nIt is to be hoped, however, that the delegates to this great international\ngathering will, through resolution or other action, endorse the principle\nembodied in the resolution just cited.\nWord comes from many centers of the splendid work now being carried\non in the interest of thrift in education. Denver, New York City, Pitts-\n\nburgh, Los Angeles, New Orleans, Oakland, Boston, San Francisco, and\nscores of towns and cities throughout the Nation are finding their course of\n\nstudy greatly enriched through the introduction of problems and projects\nthat have a thrift meaning and significance. In the Boston Teachers'\nNews Letter for June, there is report of the Thrift Committee of the\nMassachusetts Teachers' Federation, made by Miss Florence Barnard, a\nmember of our own National Educational Association Thrift Committee.\n\nAnumber of teachers' organizations is taking up the subject in earnest.\n\n"}
{"page": 215, "printed_page": null, "text": "190\n\nNATIONAL EDUCATION ASSOCIATION\n\nEffort will be made to put forward an investigation looking towards the\nfinancing not alone of the Committee on Thrift Education, but of other\ncommittees in the National Educational Association. This may be considered an appropriate field for study and report on the part of the Thrift\nCommittee. It is to be hoped that at no distant date the Thrift Committee\nmay present some concrete suggestions for the teachers of the country, and\n\nuntil such report is published the belief is expressed that all teachers who\nhave not done so will give careful study to the report of the Washington\nconference of a year ago. Attention is also called at this time to the\ncourse of study in thrift as worked out by the public schools of Oakland and\nembodied in pamphlet form, and published by the National Education\nAssociation in 1923. Your committee will be glad to have suggestions at\nany time as to materials, methods of procedure and lines for investigation .\n\n"}
{"page": 216, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n191\n\nREPORT OF THE COMMITTEE ON THE TEACHING\nOF DEMOCRACY\nJ. O. ENGLEMAN , SUPERINTENDENT OF SCHOOLS\nTERRE HAUTE, INDIANA, CHAIRMAN\n\nFor a number of years the Council of Education had a Committee on\nthe Teaching of Democracy. Its chairman was Professor A. Duncan\nYocum, of the University of Pennsylvania. That committee's reports to\nthe Council are a matter of record, and have been published in the Addresses and Proceedings of the last three annual meetings of the National\nEducation Association. The final report of that Committee was made\nbefore the Council in Washington one year ago, and is to be found on\npp. 400-415, inclusive, of the volume of Addresses and Proceedings of the\nNational Education Association for 1924. Reference to this final report\nof the Council's committee will show that the President of the Council was\n\ninstructed \"to move in the Representative Assembly that the President of\nthe National Education Association be authorized to appoint a Democracy\nConference Committee to confer with other National organizations concerning the best means for carrying on the work begun by the Committee\non the Teaching of Democracy.\" With the adoption of the Committee's\nreport, the Council's Committee onTeaching Democracy was discontinued.\nAt the third business session of the Representative Assembly of the National Education Association, July 3, 1924, Mr. J. M. Gwinn, of California, speaking for the National Council of Education moved that the Representative Assembly authorize the President of this Association to \"appoint\na committee on the Teaching of Democracy to continue the work done by\nthe Council's Committee.\" The motion was seconded, put and carried,\nand authority was thereby given to the President of the Association to appoint such a Committee.\nIt was not until early January that President Newlon, in accordance\nwith the action just referred to, invited me to accept the chairmanship of\nthis new committee, the scope and duties of which he enlarged in appointing it, even while making it clear to the new chairman that the intent of\nthe Council's resolution was to be carried out.\n\nIt is but fair to the Presi-\n\ndent, to Dr. Yocum, to this Assembly and to your committee's chairman to\nstate that the committee has faced a task involving more of delicacy, if not\nof difficulty, than would have resulted had it begun its work de novo .\nThe chairman of your committee on Teaching Democracy naturally conceived it tobe one of his first duties to read and study carefully the several\nreports of Dr. Yocum's Committee before the Council. Familiarity with\nwhat had been done was, of course, a prerequisite for carrying on the work\nbegun by the antecedent committee.\nThe net result of this study of Dr. Yocum's final report and his previous\nreports it is possible to state in the form of two or three judgments with\namplification as follows :\n\n"}
{"page": 217, "printed_page": null, "text": "192\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. His analysis of the concept Democracy into its \" Ten Most Suggestive\nEssentials\" is a praiseworthy one. It will not find universal acceptance\neven by the more thoughtful of Democracy's friends and proponents. A\nfew of them even doubt the wisdom of attempting to formulate a statement of these elements. Notwithstanding such occasional doubts it is altogether, likely that teachers in general, and other agencies properly engaged\nat times in popularizing rational ideas, ideals, attitudes, and habits with\nreference to Democracy, will be helped materially by his analysis. One\nneed not approve the precise list of ten essentials as Dr. Yocum states them\nto be helped by them. One may reject some, add others, or restate all of\nthem after due deliberation and still be debtor to Dr. Yocum and his committee's work .\n\n2. The second judgment of your committee is that the time is not yet\nripe for the National Education Association to take the initiative in creat-\n\ning and convening a \"Permanent Conference for the Definition and Advancement of Democracy.\" Frankly, the recommendation that this Association do so, though seriously made by the Council's committee and approved by the Council itself, seems untimely if not Utopian. In justification of the recommendation it should be noted that the Committee making\n\nit had worked for a period of years during which the Conference came to\nbe regarded as the next logical forward step. Your committee has had no\nsuch background and sees the proposed Conference in a very different light .\nA decent respect for the opinions of scholarly and patriotic men and women\nwho differ from the Committee's judgment requires it to tell why it does\nnot recommend to this body the creation of the proposed Permanent Conference.\n\nFirst of all, it seems in bad taste for this body to attempt to create a\nDemocracy Conference, membership in which shall include the Vice President of the United States; the Chief Justice of the Supreme Court ; U. S.\nSenators ; members of the House of Representatives, and other high government officials. It is quite another matter for this body to invite representatives of other non-political National organizations interested in the problems of Democracy with which we are concerned, to meet with us for a\n\nconsideration of these problems. But for us to invite the Vice President\nand the Supreme Court Chief Justice of the greatest democracy on earth\nto a Conference which seriously sets for itself the task of determining\ndemocracy essentials seems an anomaly.\nIn the second place, the whole scheme, granting that it is ultimately\nfeasible, is \" so elaborate and far-reaching that it can be finally formulated\nonly after much deliberation and investigation.\" The few months elapsing\nsince the appointment of your Committee have by no means been sufficient\n\nfor the needed deliberation and investigation. It is not recommended,\ntherefore, that the whole proposal be abandoned, but that action be postponed, pending further consideration of its desirability, and, in the event\nof its later desirability, pending the formulation of a tentative program\n\n"}
{"page": 218, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n193\n\nthat shall be simpler, more direct, less ambitious, and possible of attainment. There is ground for the fear that the Conference proposed would\nbreak down of its own weight. But if it should prove able to resist inherent tendencies to disintegrate, what baptism of strength and power could\never hope to make it equal to the proposed task of collecting and analyzing\n\"the elements of democracy specified within the Constitution, interpreted\nby the Supreme Court, applied in the Governmental affairs of the United\nStates or other nations, and shown in American life or in that of other\npeoples !\" The labors of Hercules were child's play in comparison with\nthis\n!\n\nYour Committee notes that the proposals submitted to it calling for a\ngreat democracy conference, presuppose the belief that our political delinquencies in individal and group conduct in America are largely due to the\nfact that hitherto there has been no agency of government and no expert\nbody with the backing of scientific research to tell the people exactly what\n\ndemocracy is. It is of course unscientific to dogmatize, but surely it takes\nno labored research to convince the ordinary man that many if not most of\nour weaknesses are rooted elsewhere. Brown, for example, may not go\n\nto the primaries and he may not vote on election day because such duty\ntakes time from his business; he may help elect a corrupt man as mayor in\nhis city merely because of his party affiliations; he may break any number\nof statutes because they interfere with certain of his purely selfish interests .\nHis weakness and democracy's failure with reference to his political conduct, must be accounted for on other grounds than lack of an authoritative\npronouncement of Democracy's elements. In his character, his moral training, his motives, his ideals is to be found most of his trouble.\nYour Committee would suggest that Democracy's essential elements are\nperhaps both fewer and simpler than some students have assumed. The\nantecedent Committee of the Council has perhaps discovered and stated\nmost of them. In so doing it made its largest contribution. For the rank\nand file of teachers and pupils, and no less so for laymen generally, these\n\nessentials need to be stated and taught in simpler terms. They must be\nfreed from complexes, both grammatical and Freudian, to be compelling\nand fructifying. But may we not assume that they are known, and that\nresearch does not need to re-discover them, though research may be needed\nto discover the most effective means and methods of making them function\nin the control of conduct.\n\nThe unsolved problems in connection with the teaching of democracy are\nlargely the problems of character education. They are problems in the\n\npsychology of conduct rather than the psychology of a mere learning process.\nShakespeare stated the problem, implicitly, when he wrote :\n\" If to do were as easy as to know what were good to do, then chapels\n\nhad been churches, and poor men's cottages princes' palaces.\" Ruskin\nunderstood it or he would never have said, \"Education does not mean teaching men to know what they did not know. It means teaching them to behave as they did not behave.\"\n\n"}
{"page": 219, "printed_page": null, "text": "194\n\nNATIONAL EDUCATION ASSOCIATION\n\nNow Democracy is in large measure a type of behavior. It is this type\nof behavior with which thoughtful men and women and patriotic American\ncitizens need to be greatly concerned. It is a type of behavior that must\n\nbe equally guided by intelligence and a moral purpose, by intelligence plus\namoral purpose. In actual life men often have one without the other, in\nspite of the ancient philosophic confusion of knowledge with virtue. To\nteach a child the Mosaic law, \"Thou shalt not lie,\" is but the first step\ntowards making him truthful. The more difficult steps are involved in\ninspiring in him a love of truth, a desire to be truthful, and the will to be\ntruthful .\n\nWhen Democracy's essentials are stated and understood, there remains\nthe great task of making them actually function in life. So far as the\nschools are concerned the problem in history and civics is one of arousing\na civic conscience, motivating civic conduct, developing a moral purpose in\neach pupil to do his political duty, and live up to his obligation as a member of democratic society. But the continued help of the psychologist must\nbe invoked before we learn how to translate a student's knowledge of\ndemocratic government into political and social behavior worthy of him\nand consonant with Democracy's ideals. Every substantial contribution\nthat may be made by this Association's Committee on Character Education\nwill certainly serve the cause of Democracy, for Democracy rests upon a\ndual basis of intelligence and character. It is to be judged by what men\nknow and what they do politically, and judged no less by what they do\nsocially, industrially, and even religiously.\n3. Your Committee's third and last judgment at this time is that whatever of influence this Association can exert, it ought to assert in behalf of\nDemocracy. This it can do through a number of channels requiring no\ncomplex machinery, no additional organization, no specific conference, no\nlarge outlay of money. We suggest the following:\n\na. That we teachers of America, recognize our own full responsibility\nfor training the millions of boys and girls and youths committed to us, in\npersonal responsibility. A democratic state more than any other requires\nthat each individual component unit exercises its prerogatives. Every man\nand every woman counts. The common welfare suffers except as every\ncitizen intelligently asserts himself for it. Good citizens are not timid,\nfearful, apologetic, impotent. The common good is not promoted by selfabnegation of individual citizens, though it may often involve their selfdenial and their self-restraint. Responsibility for government cannot be\n\nwholly delegated. In a Democracy it inheres and abides in the individual.\nb. We cannot do less than set ourselves resolutely to the task of teaching respect for law and obedience to it-not some laws; not merely laws\nwe like, but all laws while they are laws. Nearly every law represents the\n\nwill of the majority. If it is opposed to the \"general welfare,\" the \"common good,\" the minority which sees this fact will sooner or later gather\n\nstrength to become the majority and change it for the common good. But\nthe lawlessness which we see on every hand today breeds contempt for law,\n\n"}
{"page": 220, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n195\n\nand anarchy itself, the most powerful enemies of the common good we\nknow.\n\nc. We can teach, and thus gradually lead a nation to see, as Dr. Yocum\nhas previously pointed out, that \"Majority rule is democratic only when\n\nit seeks to secure the common welfare,\" that the best interests of the people\nare perhaps defeated as often through the vote of an uniformed majority\nas through a selfish one; that Democracy's weakness is often only ignorance,\nand her great need is expert service and a willingness to trust and use it.\nBut while we recognize and teach the duty of majority rule in the interest of the common welfare, and the obligation to utilize all available sources\nof actual information in determining what is for the general welfare, we\nhave another duty-namely, to teach with Bryce in his Modern Democracies that \"Knowledge is one only among the things which go to the making of a good citizen. Public spirit and honesty are even more needful .\"\nPublic spirit can be shown in many ways but if pupils in the upper\ngrades and high school can be taught and trained to express that spirit\nthrough their later willingness to vote, pay taxes, do jury service, and even\nhold office, for the common welfare, they will have made a good beginning\nin the development of such a spirit. It may be that these simple but farreaching virtues do not receive the attention at our hands which they\ndeserve.\n\nA recent introduction to sociology states two primary essentials to a\ndemocratic society. One of them is designated \"an open road to talent,\"\nwhich means, say the authors, that \"every person, of whatever race, color,\nreligion, or parentage, has an opportunity to develop his capacity for usefulness to the maximum, and to gain the legitimate rewards of his usefulness.\" This is only another phrasing of the equality of rights, privileges ,\nopportunities essential to Democracy. Surely it needs to be made clear to\nour citizens, even those in the making. Free schools, free speech, a free\npress, religious freedom, universal suffrage, \"an open road to talent\" that\nmakes possible a Steiner, Suzzallo, Steinmetz, Antin, Pupin, Lincoln,\nBooker T. Washington-these are both essentials to and fruits of our democracy.\n\nDo we believe and if so do we teach that in spite of our weaknesses, no\nother form of government yet devised does so much to develop personality\nand respect individuality as our Democracy does? Are we actually doing\nall that we can do as an offset to dangerous political isms, to inspire the\ntwenty million boys and girls in the public schools with the plain truth\nthat nowhere else on earth can every common man stand so nearly erect and\ncommand the respect of the whole world by virtue of the innate worth of\nhis own manhood ?\n\nFinally, your Committee would suggest that as curriculum revision is\n\nin progress everywhere today; as another of your Committee proceeds with\nits development of a comprehensive program of American education; and\nas your Committee on Character Education finds through investigation and\nresearch the more effective means of modifying character and reaching the\n\n"}
{"page": 221, "printed_page": null, "text": "196\n\nNATIONAL EDUCATION ASSOCIATION\n\nmainsprings of conduct, we shall have our opportunity to teach Democracy\nbetter. This Association serving as a clearing-house should enable every\nteacher coming under its influence to utilize the findings and conclusions\nof every other one who has discovered any light upon any part of the way.\nBut most of all would we commend Democracy itself to the teachers of\nAmerica. A clear understanding of our own democratic heritage; a comparative study of the social and economic status of men and women in\ndemocratic America and in less favored lands, would help to energize and\nmake dynamic every lesson we teach in Democracy, even while we recognize\nin humility that we have not yet reached a political millenium.\n\nREPORT OF THE COMMITTEE ON COÖPERATION WITH\nTHE WORLD FEDERATION OF EDUCATION\nASSOCIATIONS\nAUGUSTUS O. THOMAS, STATE COMMISSIONER OF EDUCATION OF MAINE\nCHAIRMAN\n\nThe Committee on Coöperation with the World Federation of National\nEducation Associations is a continuation of the Association's Committee on\n\nForeign Relations. The Committee on Foreign Relations, first appointed\nfor the year 1920-21 , grew out of a temporary committee appointed at the\nSalt Lake City meeting, July, 1920. See Proceedings 1923 : 402. This\nCommittee was instructed by the Representative Assembly, at the Des\nMoines meeting, to work out plans for an international education conference in 1923. See Proceedings 1921 : 176-82. For reports of the\nCommittee, see Proceedings 1922: 312-17 ; 1923 : 402-24; 1924 : 272-74.\nThe by-laws, resolutions, and other material relating to the biennial meeting of the World Federation of National Education Associations, at\n\nEdinburgh, Scotland, July 20-28, 1925, appear elsewhere in this volume.\nScotland's invitation, through the Educational Institute of Scotland, to\nhold the first biennial meeting of the World Federation of Education Associations in Edinburgh was accepted by the Executive Committee of the\nFederation and plans are well under way for the meeting, which will begin\n\nJuly 20 and close July 28. The Committee on Coöperation has worked\nwith the Federation to make this meeting a memorable occasion. A joint\ncommittee composed of representatives of the four Universities, the four\nProvincial Committees for the Training of Teachers, the Education\nAuthorities of Scotland, the Heriot Trust, the Edinburgh Merchant Company, the Educational Institute of Scotland, the National Union of Teachers of England and Wales, and other bodies has been formed for the pur-\n\npose of carrying on local arrangements and assisting with foreign correspondence and the encouragement of foreign countries to send delegations\nto the Federation.\n\nThis Committee has rendered most valuable service.\n\nMr. George C. Pringle, secretary of the Educational Institute of Scot\n\n"}
{"page": 222, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n197\n\nland; is the joint secretary. This Committee has raised the sum of approximately $25,000 for defraying local expenses, helping with provincial delegates and offering free service and free tours on several occasions to the\ndelegates. They are arranging for two free luncheons on two successive\ndays for one thousand delegates and for free tours through Scotland.\nProgram-The program is arranged to center around group meetings as\nat San Francisco. These groups will report to the plenary session and\n\nthe final action will come through the Delegate Assembly. The groups\nrepresent:\n\nA. Early elementary education:\n\nB. Elementary education.\nC. Secondary education.\nD. College education.\nE. Teacher training.\n\nG. Character education.\nH. Illiteracy.\nI. Adult education.\n\nJ. Adolescent education.\nK. International relations .\n\nF. Health education.\n\nA complete agenda is set up for each of these groups with special bearing\non education applied to all countries, together with informational subjects\nso that the different countries may visualize the progressive educational\nmovements and the true educational status of the different countries.\n\nIn\n\nmany instances, exhibits will be formed showing the textbooks used in the\ndifferent countries, products of the school, and educational moving pictures.\n\nThe program includes work in music, art, and industrial forms. Plans\nhave been made for the making of lantern slides to contain folk songs of\nthe different countries printed both in English and the native tongue.\nMusic is a universal language and will have a tendency to bring together\n\nthe several groups in sympathetic relationships. Many of the world's\nmost distinguished educators will appear on the program.\nDelegates- President Jesse H. Newlon, of the National Education Association, has appointed a most distinguished body of American delegates\nand alternate delegates to this Conference. Besides the delegates and alternates there will probably be about five hundred interested teachers and\npatrons of education from America who will attend the meeting. The\nfollowing is a list of the delegates and alternates :\n\nDelegates-Chairman, William F. Russell, Teachers College, Columbia\nUniversity, New York City.\nCornelia S. Adair\n\nJ. A. C. Chandler\nRandall J. Condon\nStephen P. Duggan\nR. G. Jones\nHenry N. MacCracken\n\nWilliam C. Bagley\nFrank Cody\nAlbert S. Cook\n\nOlive M. Jones\n\nAbby Porter Leland\n\nJoseph Swain\n\nPaul Monroe\nAurelia H. Reinhardt\nN. D. Showalter\nH. L. Smith\nCharl O. Williams\n\nAnnie Carlton Woodward\nA. O. Thomas\n\nMary C. C. Bradford\n\nWilliam B. Owen\n\nW. Carson Ryan\nWalter R. Siders\n\nRobert H. Wright\n\n"}
{"page": 223, "printed_page": null, "text": "198\n\nNATIONAL EDUCATION ASSOCIATION\n\nAlternates:\nKatharine D. Blake\n\nLotus D. Coffman\n\nJessie Colburn\nJessie M. Fink\nFlorence Holbrook\n\nArthur W. Dunn\nC. R. Foster\nC. R. Mann\n\nMary McSkimmon\n\nMary Mooney\n\nJoy E. Morgan\n\nHoward W. Nudd\n\nE. Ruth Pyrtle\n\nThomas J. Walker\n\n-The World Federation has arranged to\nParticipating representatives\n\naccept educators and interested persons as participating representatives, even\nthough they may not be appointed as official delegates. These representatives will have the full right of all group and plenary sessions and full\nvoice on all deliberations, with the exception of a vote in the Delegate\nAssembly and on constitutional matters. In arranging for these delegations, the Secretary of the National Education Association, Mr. J. W.\nCrabtree, has rendered invaluable service.\nArrangements for travel-The Federation arranged with the American\nExpress Company of New York to handle the trans-Atlantic service and\nEuropean tours for those who will attend the Conference. The American\n\ndelegates generally will sail on the \"Columbia,\" a Cunard Line steamer,\nleaving New York on July 11. Miss Olive M. Jones has been appointed\nas captain of the delegates for this voyage. However, a large number of\npersons who will attend the Convention have made their own sailing\narrangements.\n\nAttendance at the coming biennial meeting-The coming biennial meeting promises to be largely attended and the representation will be widespread. On the first day of June, forty-one different nations had reported\ntheir delegates or their intention to send delegates, amounting in all to\n1,367. Other countries are making provision to be represented. It is probable that the representation from the nations of the world will reach approximately two thousand. The place of the Federation in the educational\nhistory of the world is now definitely assured. The first great problem\nwhich confronts it is the securing of funds to carry on the work. The\nservice thus far has been gratuitous and with little cost, but it requires too\nmuch time and too much expense to be carried on in a similar manner\nfurther. This involves the necessity at Edinburgh of making arrangements\nfor definite finance. This, however, seems a small item considering the\ntremendous interest which the business world has shown in the cause of\n\neducation as the best means toward establishing an equilibrium among\nnations and a procedure of justice in developing international traffic regulations pertaining not only to business but to social and educational matters.\nAffiliated organizations-In promoting membership in the World Federation, it has been discovered that a large number of countries do not have\na national education association of general character. In most of the\ncountries, each particular phase of education is organized, in many in\n\n"}
{"page": 224, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n199\n\nstances, on national scope. One of the first duties of the World Federation\nwill be to promote an amalgamation of many of these societies within the\nseveral countries in order that an organization eligible to membership may\nbe provided. Already there are members from China, Japan, Canada,\nUnited States, Mexico, Scotland, Ireland, England, Norway, Sweden ,\nGermany, France, and many others are in the process of organization and\napplication . From present indications, it will be but a short time before\nthe Federation will have an organization affiliated with it in all of the\ncountries.\n\nMembership in organization-It is the plan of the World Federation to\nadmit one general organization in every country into full membership, and\nto make provision for participating membership by admitting interested\norganizations to participating or associate membership in the organization,\nin order that there may be proper machinery for the dissemination of information and the securing of a large body of interested persons who will\nhelp in promulgating the various programs which may be adopted from\ntime to time, and for the collection of information which will be necessary\nin connection with the universal library service.\n\nThe secondary organizations will form a sort of lower House and will\nbe admitted to group and general session, while the delegates from the\nprincipal organizations will constitute the Delegate Assembly with full\nvoting privilege.\nHerman-Jordan Plan-Following the World Conference on Education\nat San Francisco, Mr. Raphael Herman offered a $25,000 award for an\neducational plan which might be utilized in connection with the World\nFederation as a part of its program and which would be calculated to\nfurther the highest aim of the organization-the bringing of friendship,\ngood-will, and justice to the nations of the world. The contest involved a\nlarge number of plans submitted. The jury on award accepted the plan\n\nproposed by Dr. David Starr Jordan, president emeritus of Stanford University. This plan consists of the appointment of a series of committees\nto investigate scientifically and technically the several fields involved and\nto present reports to the Federation for final action. The plan safeguards\nthe Federation from entering into any ill-advised or poorly thought out\nprogram and although it will require some time, education is a long process\nand it is more advisable to be sure in a great field of this kind than to be\nrequired to retrace our steps when errors are made. Mr. Herman has\nshown great interest in the World Federation and has been invaluable in\nhis support of the same.\n\nRecommendations-Your committee respectfully recommends that the\nNational Education Association, the originator of this movement and the\nsponsor for the Federation, continue its splendid interest and make provision for the payment of dues without too much delay. Other nations are\n\nlooking strongly to the United States for leadership and must not be disappointed in our intelligent interest.\n\n"}
{"page": 225, "printed_page": null, "text": "200\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF THE COMMITTEE OF ONE HUNDRED ON\nCLASSROOM TEACHERS' PROBLEMS—TEACHER\nRATING\n\nANNA RIDDLE, ST . JOSEPH , MISSOURI , CHAIRMAN\n\nCLASSROOM TEACHERS' PROBLEMS\n\nA compilation of careful statements of the experience of teachers is one\nof the best bases for bettering teaching conditions. To secure such a compilation, Mary C. C. Bradford, first chairman of the Committee of One\nHundred on Classroom Teachers' Problems, formulated the following questions and received answers from several hundred teachers :\n\n1. Do you think you have too many subjects to teach?\nThree hundred and eighty-two out of 603 teachers, or 63 per cent of\nthose who replied, answered : \" No.\"\n2. Does the classroom teacher receive too many detailed directions for\nteaching each subject?\nThree hundred and ninety-two teachers out of 430, or 91 per cent of\nthose who replied, answered : \"No.\"\n3. How would you effect a better coöperation between supervisors and\nclassroom teachers?\n\nMore than one hundred teachers who replied to this question had no\n\nsuggestions to offer. They stated that where they were teaching the cooperation was pleasant and mutually helpful. However, some suggestions\nwere offered for the bringing about of a more sympathetic relationship.\nAmong these were the following :\na. Supervisors should have more actual classroom experence.\nb. Supervisors should offer more constructive criticisms and practical suggestions\nand less theory.\nc. There should be reports by teachers on supervisors.\nd. More frequent conferences between teachers and supervisor would offer\ngreater opportunity for exchange of ideas .\ne. Supervisors' directions should be more definite.\n\nf. Supervisors should have a greater appreciation of the demands of other\ndepartments.\n\ng. Teachers should be encouraged to use their own initiative.\nh. Meetings with the supervisor where common problems are discussed and\nmethods explained would be mutually helpful.\n\ni. More frequent and longer visits from the supervisor would result in a better\nunderstanding of the individual teacher's problems.\nj. The teacher should be given an estimate of her work by the supervisor.\n4. Do you find that supervisors demand too much time for their special\nsubjects?\n\nTwo hundred and eighty-nine out of 480 teachers, or approximately 60\nper cent of those who replied, answered: \" No.\"\n\n"}
{"page": 226, "printed_page": null, "text": "201\n\nREPORTS OF COMMITTEES\n\n5. Do you think the present school day affords sufficient time for doing\nyour work well? Are you in favor of a longer school day? If so, why ?\nApproximately ninety per cent of the teachers who replied reported that\nthe present school day gave them sufficient time in which to do their work.\nAmong the reasons offered by those few teachers who wanted a longer\nday were these: \"To give more time for extra-mural work;\" \"So that no\n\nhome work will be necessary;\" \" More time for supervised study; \" and\n\"Closer supervision of pupils.\"\n6. How far do you think \" the modern classification of pupils\" by the\nthreefold tests would go in solving your teaching problems?\n\nThe majority of teachers who replied stated that such classification\nwould be helpful. \"Any classification would be better than much of the\nhit-or-miss assembling we have in some classes.\"\n\n7. In your opinion, what is the ideal number of pupils to a teacher in\ngrade work?\n\nThe numbers suggested varied from 15 to 42. The median, for the\nideal number, was between 25 and 30.\nNumber of Pupils\n\nNumber of Answers\n\n15-20\n\n24\n\n20-25\n\n100\n\n25-30\n\n251\n\n30-35\n\n146\n\n35-40\n\n32\n\n42\n\n2\n\n8. What type of course of study do you find most helpful in your daily\nwork : the outline, the detailed, the inspirational type ; or the one requiring\nindividual initiative in its use?\n\nOver 90 per cent of the teachers responding to this inquiry expressed the\nopinion that no matter what type of course of study they are given to work\nwith they prefer one that requires a large amount of individual initiative\ninits use. Of the special types mentioned in the question, a large per cent\nfavored an outline course of study which permits plenty of freedom and\ninitiative in its application. Only seven per cent preferred the detailed\ntype.\n\nSuggestions for the improvement of American education. In response\nto the page, \"Fresh from the Classroom,\" which was featured in the Journal of the National Education Association last year, more than three hundred letters were received. These letters included the following suggestions for the improvement of education :\nGive rural children educational opportunities more nearly equal to those of city\nchildren.\n\nClassify pupils according to ability.\nProvide special teachers for special subjects.\n\nRelieve principals from much of their clerical work so that they will be free\nto give help and inspiration to the teachers.\n\n"}
{"page": 227, "printed_page": null, "text": "202\n\nNATIONAL EDUCATION ASSOCIATION\n\nArrange for smaller classes and more individual instruction.\nOrganize every classroom in such a way that each unit will feel its responsibility\ntoward the entire school.\n\nBring about a closer cooperation between the elementary and secondary schools.\nImprove conditions so that teachers will remain longer in one place.\nProvide for an occasional exchange of teachers.\nDemand a stricter enforcement of school laws pertaining to attendance.\n\nInvite teachers to have a greater share in the building of the curriculum.\nInsure a more uniform system of teacher rating.\nTEACHER RATING\n\nAt the 1924 N. E. A. Convention in Washington, D. C., the Committee\nof One Hundred on Classroom Teachers' Problems agreed that teacher\n\nrating should be one of the problems for study during the coming year.\nI. Why study teacher rating ?\nII. A tentative statement and an explanation of fundamental principles\nof a teachers' rating system.\nIII. The present status of teacher rating in the United States .\n\nA. How widely is teacher rating practiced ?\nB. Do teachers want to be rated ?\n\nC. What reasons, generally given for rating teachers, do superintendents consider most important ?\nD. Are all teachers given a copy of their ratings ?\nE. What traits are most frequently considered in rating teachers ?\nF. What is the character of the marks and terms most frequently\nused in rating teachers ?\n\nG. Questioned deficiencies of present rating plans .\nH. What cities have special blanks for rating teachers ?\nIV. Suggested topics for discussion and investigation.\nV. Illustrations of teacher rating scales.\n\nVI. Selected bibliography.\nSince this report on teacher rating is intended as a basis for discussion\nand is not presented as a final statement, the first point considered is :\nI-WHY STUDY TEACHER RATING ?\n\n1. Wide use is made of teacher rating as evidenced by data presented in\n\nthis report and the amount of material written on the subject as shown in\nthe bibliography. Some method of rating is demanded in certain cities by\nteachers and school boards.\n\nSome communities feel that a plan of teacher rating which includes care-\n\nfully kept written records of teachers' efficiency is a means whereby they\ncan know whether or not individual teachers are fulfilling their duty and\nachieving the purpose for which they are employed. The effectiveness of\na teacher's work always has been and always will be measured in some\nmanner-as is that of any other worker. The question is, Is it to be a\nsnap judgment, or one that comes very near being that, or is the estimate\nto be made according to a plan worked out and agreed upon by both the\n\n"}
{"page": 228, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n203\n\nsupervisory and teaching staff ? And is this plan aimed primarily at the\nteacher's improvement rather than at a mere ranking of good, bad, or\nindifferent ?\n\n2. Since rating is being done, it should be done as scientifically as possible. The needs of children in the question of teacher rating as in other\neducational questions should outweigh all other considerations.\n3. There is evidence that if rating is poorly done it leads to poor morale\nin the teaching body, a feeling of injustice on the part of teachers, and the\nresult for the children is poor teaching.\n4. The best results in rating can be obtained by coöperative methods be\ntween teachers and supervisory and administrative officers. Such a plan is\nin line with democratic procedure in coöperative industry.\nII-A TENTATIVE STATEMENT AND AN EXPLANATION OF FUNDAMENTAL PRINCIPLES OF\nA TEACHERS' RATING SYSTEM\n\n1. A rating plan must have as its main purpose the guiding of teachers\ninto better service.\n\nThe chief purpose of any system of teacher rating is the improvement of\nteaching; for this reason a rating plan should be inspirational and instructive.\n\n2. Teacher rating systems should afford each person rated a definite and\nconcrete basis for the improvement of his efficiency as a teacher.\nHow much of the right relationship between the rating official and the\nteacher is dependent upon the procedure which precedes the giving of the\nrating? Should the recording of the rating be preceded by: (a) Personal\nconference between the rating official and the teacher? (b) Written suggestions to the teacher showing where his work needs improvement and\nhow he may accomplish this improvement?\n3. The methods used in arriving at a rating of teaching efficiency should\nbe as objective and scientific as educational progress permits and should be\nunderstood by all those rated.\nA teacher should be fully informed, in advance, upon beginning service\nin any school system, what requirements will enter into the estimation of\nhis work, and also how that estimation of his work will be recorded.\n4. The results of ratings when completed should be automatically transmitted to the teacher rated in written form for his information and\n\nguidance.\n\nIf the chief purpose of rating is the improvement of instruction, is it not\nnecessary that a teacher be informed of her weak points as well as of her\nstrong points?\n\n"}
{"page": 229, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n204\n\n5. There should be one official who is the final rating authority.\nSupervisors of special subjects and special divisions may be advisory to\nthis rating official.\n\n6. A rating system should be arrived at as a result of mutual agreement\nby administrative, supervisory, and classroom staff.\nIII-THE PRESENT STATUS OF TEACHER RATING IN THE UNITED STATES\n\nA. How widely is teacher rating practiced?\n\nIn 1922 B. R. Bucking-\n\nham, of Ohio State University, reported that 77 per cent, or 120 out of\n156 cities, over 25,000 in population, replying to his inquiry on the rating of\nteachers had a definite scheme of teacher rating in operation in their school\nsystems.¹\n\nIn a survey of teacher rating in the United States made by a group of\nMinneapolis grade teachers in 1922-1923, two hundred and fifteen rating\nplans from forty-six States were reviewed.2\nThe 1925 Report of the Salary Committee of the National Education\n\nAssociation included a survey of : ( a) The extent to which teacher rating\nwas practiced ; (b) number of groups in which teachers are divided by rating scales; ( c) number of individuals rating each teacher; and (d) the\nrelation of rating to salary. Table 1 summarizes the findings.³\nAlthough the number of cities in Table 1, which reported that ratings\n\naffected salary increases was large, an examination of actual practices in\nmany of these cities would probably have shown that the teacher's rating\naffected salary only when that rating was so poor that he was dismissed from\nthe schools, thereby having his salary cut off. This is often the extent to\nwhich a teacher's rating affects his salary. Some cities grant salary increases to the large majority of the teachers but retain a few teachers on\nprobation and withhold their salary increase. Relatively few cities rate\nteachers into groups of four or five degrees of teaching merit and pay salary\nincreases proportional to rating.\nIn 1924, LeRoy A. King, University of Pennsylvania, reported the findings of a questionnaire on teacher rating sent to all cities over 25,000 population and to a few cities under 25,000 in sparsely populated States. Returns from 92 cities, representing 39 States, showed that 70 cities, or 76\nper cent of the total number replying, used definite system of teacher\nrating.*\n\nHarlan C. Hines, in an effort to ascertain what and how many cities are\nemploying merit systems of any description, sent a personal letter of inquiry\nto the superintendents of schools in sixty-five cities having a population of\n100,000 or more. The following statement summarizes his replies received\n1Buckingham, B. R. Opinion and practice as to the rating of teachers. Educational Research Bulletin, Vol. 1, No. 18, November 8, 1922. p. 171.\n2Kimball, Florence. A survey of teacher rating in the United States.\nsota, 1923.\n\nMinneapolis, Minne-\n\n1-19 р.\n\n3 Teachers' salaries and salary trends in 1923. National Education Association, 1201 Sixteenth Street, Northwest, Washington, D. C. , July, 1923. pp. 51-52.\n\nKing, LeRoy A.\nFebruary, 1925, p. 44.\n\nThe present status of teacher rating. American School Board Journal,\n\n"}
{"page": 230, "printed_page": null, "text": "205\n\nREPORTS OF COMMITTEES\nTABLE 1-RATING OF QUALITY OF TEACHING SERVICE\n\nCities over Cities 30,000 Cities 10,000 Cities 5,000\n100,000 in to 100,000\nto 30,000\nto 10,000\n\nCities 2,500\nto 5,000\n\nTotal\n\npopulation in population inpopulation inpopulation in population\nNum- Per Num- Per Num- Per Num- Per Num- Per Num- Per\nber Cent ber Cent ber Cent ber Cent ber Cent ber Cent\n4\n\n5\n\n6\n\n7\n\n8\n\n9\n\n10\n\n11\n\n12\n\n13\n\n82\n\n71\n\n72\n\n123\n\n57\n\n144\n\n54\n\n153\n\n51\n\n538\n\n57\n\nteachers\nrated\n?\n\nNo\n\n10\n\n18\n\n28\n\n28\n\n94\n\n43\n\n124\n\n46\n\n147\n\n49\n\n403\n\n43\n\n57\n\n100\n\n99\n\n100\n\n217\n\n100\n\n268\n\n100\n\n300\n\n100\n\n941\n\n100\n\n5\n9\n\n15\n27\n\n5\n37\n\n7\n\n17\n\n18\n\n16\n\n16\n\n43\n\n12\n\n49\n\n51\n\n46\n24\n\n47\n\n157\n\n45\n\n19\n10\n\n24\n\n21\n\n13\n\n13\n\n78\n67\n\nTotal........\nNumber of\n\n2\n\n18\n14\n\n24\n\n19\n\n48\n18\n10\n\n6\n\n1\n\n1\n\n2\n\n2\n\n51\n\n100\n\n75\n\n100\n\n95\n\n100\n\n99\n\n15\n49\n20\n\n15\n\n23\n\n20\n\n39\n\n48\n20\n\n55\n\n49\n21\n\n50\n\n24\n\n8\n6\n\n8\n6\n\n6\n2\n\n565\n\n3\n\n47\n\n2\n\n3\n\n3\n\n67632\n\n2\nYes\n\n522\n\n1\nAre\n\n100\n\n113\n\n100\n\ngroups in\n\n3\n\nwhich\nteachers\nare\ndivided\n\n4\n5\n\n6\n\n18\n\n17\n12\n\n11\n\n34\n\n19\n\n33\n24\n37\n\n6\n\n2\n\n6\n\n3\n\nTotal...\n\n33\n\n100\n\nMedian.\n\n4\n\nNumber of\nindividuals\n\n123\n\nrating\n\n4\n\neach\nteacher\n\n5\n\n6\n7\n\nTotal.\nMedian....\n\nRating\ndirectly\naffects\n\nYes\nNo\n\n5\n10\n7\n2\n7\n4\n\n13\n\n6\n\n26\n18\n\n15\n\n11\n27\n\n18\n\n31\n\n5\n\n4\n\n18\n11\n\n5\n7\n\n7\n9\n13\n\n3\n\n9\n\n1\n\n2\n\n2\n1\n\n38\n\n100\n\n56\n\n100\n\n101\n\n3\n\n1\n\n2\n\n3\n\n113\n\n19\n\n8\n\n2\n\n353\n\n99\n\n35\n\n88\n\n44\n\n179\n\n21\n42\n\n100\n\n75\n27\n26\n\n18\n\n3\n2\n\n19\n\n4\n\n7\n\n1\n\n100\n\n421\n\n98\n\n6\n5\n\n2\n\n2\n\n14\n\n6\n6\n\n2\n\n18\n\n44\n\n68\n32\n\n69\n42\n\n88\n\n63\n\n48\n\n92\n52\n\n313\n\n38\n\n65\n35\n\n64\n\n56\n\n46\n22\n\n62\n\n23\n\n36\n\n187\n\n37\n\n41\n\n100\n\n68\n\n100\n\n111\n\n100\n\n136\n\n100\n\n144\n\n100\n\n500\n\n100\n\nsalary?\nTotal..\n\nfrom forty-eight superintendents: \"About fifty per cent of the cities of\n100,000 population or more have adopted merit plans for the promotion of\nteachers in service. These range all the way from the general rating of\neach teacher by the superintendent to the twofold scheme employed in St.\nLouis where principals not only turn in annual lists of teacher ratings but\nare required to make special reports on individual teachers. There is evidence, however, of a tendency to place the emphasis upon the rating of\nteachers by principals through the use of score cards.¹\n\nB. Do teachers want to be rated?-According to the eighty-three superintendents replying to Dr. King's question, \"Is it your opinion that your\nteachers generally approve of rating?\", fifty-five per cent stated that the\nteachers in their cities generally approve of rating. Twenty per cent, however, were uncertain on this point.\nAccording to the superintendents replying to Dr. King's inquiry the fol-\n\nlowing are the reasons most frequently given by the teachers for their approval of teacher rating :\n1Hines, Harlan C.\n\nMerit systems in the large cities.\n\nVol. 68 , No. 6, June, 1924.\n\np. 52, 111-112.\n\nAmerican School Board Journal,\n\n"}
{"page": 231, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n206\n\nHelps teachers to improve their weak points.\nGood teachers wish their work evaluated.\nIt is definite and fair.\n\nThe teachers believe in recognition of success and a condemnation of failure.\nEstablishes basis for promotion.\nThe salary schedule is based on the rating and a committee of teachers\nmakes the rating scale.\n\nTeachers regard it as an essential part of administration.\nProfessional study has enlightened them.\n\nReasons given by superintendents for teachers' most frequently disapproving of rating:\nThe teachers dread the human element in rating.\n\nRatings are usually generalities and superficial .\nImpossible to measure accurately whole value of a teacher's work.\nThey object to being set off as good, fair, etc.\nThe town is small ; we are well acquainted with our teachers.\nNo one can visit often, long enough, or under all conditions to form a\nproper judgment.\n\nRating is a judgment of a suspicion based on limited observation.\n\n\"It is evident,\" writes Mr. King, \"from the reasons given for approval\nthat teachers realize there is a definite value to be gained from a rating\nsystem. On the other hand, it should be noticed that reasons stated for disapproval are really not criticisms of the intrinsic values of rating plans themselves, but rather of their use and administration. In other words, it is\naltogether probable that persons rating teachers do not have in view the\nreal purposes of rating or have had inadequate preparation and training\nfor the proper use and administration of a rating plan.\"\nC. What reasons, generally given for rating teachers, do superintendents\nconsider most important?-The superintendents answering Dr. King's\nquestionnaire were asked to rank the reasons generally given for rating\nteachers in what they considered to be their order of importance. These\nranks and the weighted values are indicated in Table 2. The ranking of\nthese factors, according to Dr. King, is probably indicative of what school\nadministrators and supervisors the country over are thinking and doing.\nIt forecasts a new concept of the real value of teacher rating-that is, the\nshifting of emphasis to those things more directly connected with the work\nof the teacher and with her improvement in service.\nReplies of 70 cities using a definite system showed that the range of the\nnumber of ratings made is from 1 to 10, with 1 and 2 ratings being most\nprevalent. The principal participates in the rating of every city; the superintendent rates in 70 per cent of them; the subject supervisor in 57 per\ncent and the special supervisor in 54 per cent. Only 46 out of these 70\ncities makes a combined or cumulative rating which summarizes all the\nratings.\n\n"}
{"page": 232, "printed_page": null, "text": "207\n\nREPORTS OF COMMITTEES\n\nTABLE 2- REASONS GENERALLY GIVEN FOR RATING TEACHERS RANKED IN THE ORDER\n\nOF IMPORTANCE BY 92 CITY SUPERINTENDENTS FROM 39 STATES¹\n\nRank on\nbasis of\n\nRanks in order of importance\n3\n\n4\n\n5\n\n6\n\n7\n\n37\n\n19\n\n11\n\n4\n\n2\n\n1\n\n0\n\n13\n\n33\n\n11\n\n14\n\n10\n\n61\n\n5\n\n296\n\n1\n\nTo eliminate the unfit teacher .\n\nTo determine promotions.\nTo serve as a basis for salary increases.\nTo aid in supervision of teaching.\n\n13\n9\n\n11\n18\n\n11\n17\n\n9\n\n11\n\n13\n\n17\n\n11\n\n20\n\n10\n\n8\n\n13\n\n03224\n\nservice..\n\n947\n\nTo stimulate teachers to improve themselves in\n\n1\n\n3\n\n11\n\n6\n\n12\n\n17\n\n1\n234\n\n2\n\n675\n\nTo promote teaching efficiency...\n\n1\n\nweighted\nvalues\n\n2\n\n4\n\n5.5\n5.5\n\nTo give private information to principal or supertendent...\n\n7\n\nReadTable 2 as follows: Thirty-seven superintendents voted that \" To promote teaching\nefficiency\" is the reason for teacher rating which ranks first in importance; nineteen thought\nthat it ranked second in importance; eleven, third, ete.\n\nD. Are all teachers given a copy of their ratings?-In only twenty-one\nout of seventy cities, studied by Dr. King, are teachers given a copy of their\nratings. In forty-one of these cities teachers have access to their ratings\nupon request. These are cities which reported that all teachers are given\ncopies of their records: Altoona, Pa.; Baltimore, Md. (upon request ) ;\n\nBeaumont, Tex.; Binghamton, N. Y. (told personally by superintendent) ;\nDayton, Ohio ; Denver, Colo. (rating made by principal) ; Detroit, Mich.\n\n(if desired) ; Dover, Del. (upon request) ; East Chicago, Ill.; Mansfield,\nOhio; Milwaukee, Wis.; Moline, Ill.; Muskogee, Okla.; New York,\nN. Y.; Paterson, N. J.; Racine, Wis.; Richmond, Ind.; St. Joseph , Mo.;\nTrenton, N. J. ( available) ; Wilmington, Del. (verbal ) ; Winston-Salem,\nN. C.\n\nE. What traits are most frequently considered in rating teachers? The\nreplies of ninety-two superintendents as to the traits frequently considered\nin the rating of teachers, ranked in order of importance by Dr. King, are\ngiven in Table 3.\n\nIt is interesting to note that technique of instruction ranks first ; pupil\nachievement, second; initiative, third, etc.\nF. What is the character of the marks and terms most frequently used in\n\nrating teachers?-A study of one hundred and three rating plans showed\nthat thirty-eight different systems of marks were is use. Eleven rating\ncards had weighted point scales, either for the general factors exclusively,\nor for the sub-headings comprising the general factors; and thirteen of\nthem were provided with space for the graphical representation of ratings.\nTable 4 shows the seventeen most commonly used rating scales.\n1Tables 2, 3, and 4 are taken from Dr. King's article, The Present Status of Teacher\nRating, in the American School Board Journal, February, 1925. p. 44.\n\n"}
{"page": 233, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n208\n\nTABLE 3-TRAITS FREQUENTLY CONSIDERED IN RATING TEACHERS, RANKED IN THE\nORDER OF IMPORTANCE ON THE BASIS OF THE EXPERIENCE OR JUDGMENT OF 92\nCITY SUPERINTENDENTS\n\nRank on\n\nRank in the order of importance\n\nbasisof\nweighted\nvalues\n\n1 2 3 4 5 6 7 8 9 10 11 12 13\nInstructional skill or technique ......\n\n16 21 99741210000\n\n1\n\nPupil achievement or teaching results.\n\n2411 10 1 5 51530120\n\nInitiative..\nPersonal characteristics\nProfessional interest and growth .\nDiscipline\n\n265 81259441500\n13 6 5 10 432377501\n\n2\n3\n4\n5\n6\n\nLesson preparation\nScholarship and training.\nLeadership .\n\n0599768784210\n46548511 524551\n69826610 36262\n272464377951\n\n37581177255320\n67109552636342\n444120\n\nExecutive ability\nSpirit of cooperation .\nSchool management .\nSchool activity .\n\n67347464493\n\n17556669852\n020123247926\n\n7\n8\n\n9\n10\n11\n12\n13\n\nG. Questioned deficiencies of present rating plans-If the purpose of\nteacher rating is to promote teaching efficiency and to aid teachers toward\nimproving themselves, does it appear that all teachers should be given copies\nof their ratings? Is the fact that ratings are available on request sufficient?\nTABLE 4 SEVENTEEN SCALES MOST FREQUENTLY USED IN RATING TEACHERS BY 103\nRATING PLANS\n\nScale\n\nFrequency\n\n1, 2, 3, 4..\n\n11\n\nWeighted point scale..\nExcellent, good, medium, poor, very poor\n\n11\n10\n10\n\nExcellent, good, medium, poor\n5, 4, 3, 2, 1 ...\nA, B , C, D, E.\n\n8\n7\n\nExcellent, very good, good , fair, poor, very poor\n\n3\n\nA, B, C ..\nExcellent, good, fair, indifferent, poor\n\n3\n\nSuperior, excellent, good, fair, poor.\n\n2\n\nHigh, average, low.\nSatisfactory, unsatisfactory\n10, 9, 8, 7, 6, 5, 4, 3, 2, 1 .\n10, 9, 8, 7, 6 .\n\n2\n2\n\nStrong, fair, weak ..\n\n-22222\n\nSuperior, excellent, very good, good, fair, failure\nExcellent, good, fair, unsatisfactory\n\n2\n\nIn only twenty-four of the seventy cities studied do teachers rate themselves, and in only eighteen of these cities are there provided special rating\ncards for self-rating.¹\n\nWould not the furnishing of special rating cards to teachers for rating\nthemselves bring about a more coöperative attitude on the part of teachers\n\ntoward rating and point out to the teachers certain objectives which would\nhelp them to analyze, criticize, and elevate their own work ?\n1Among the cities where teachers rate themselves are: Altoona, Pa.; Brockton, Mass.;\nDover, Del.; East Chicago , Ill .; Fresno , Calif.; Harrisburg, Pa.; Lakewood, Ohio; Milford,\nDel.; Milwaukee, Wis.; Muskogee , Okla.; Philadelphia, Pa.; Roswell, New Mex.; Savannah ,\nGa.; St. Joseph, Mo.; and Waterloo, Iowa.\n\n"}
{"page": 234, "printed_page": null, "text": "209\n\nREPORTS OF COMMITTEES\n\nShould not all rating schemes be accompanied by definite directions relative to their use ? Of the one hundred and three rating cards examined\nby Dr. King, only thirty-five contained definite directions as to how to use\nthem. Is not accurate and uniform grading dependent upon detailed\ninstructions ?\n\nIs lack of standardization of present rating systems a sufficient argument\nfor not using them? It is not yet known what factors should be used exclusively in rating and what respective weights should be given them. Should\nall schools refuse to use rating plans for this reason and thus make the\nattainment of standardization of practice impossible ?\nShould rating plans require that the results of teaching be evaluated in\nterms of the capacities of the pupils taught ? Should the capacity and ability\nof pupils to do certain types and amounts of work be considered in measuring results ? And should space be provided and definite directions given on\nrating cards for taking care of this fact?\nH. What cities have special blanks for rating teachers ?-The following\nis a partial list of cities using special blanks for the rating of teachers.\nThe names of the cities were copied from teacher rating blanks on file in\nthe United States Bureau of Education and from the blanks sent in re-\n\nsponse to Dr. King's inquiry.\nAlbuquerque, N. Mex.\n\nFranklin , Ohio\n\nAllentown, Pa.\nAlton, Ill.\nAltoona, Pa .\nAnniston, Ala.\nAntigo, Wis.\nBatesville, Ark.\nBeaumont, Texas\nBethlehem, Pa.\n\nGrand Rapids, Mich.\n\nBinghamton, N. Y.\n\nGreenville, Ohio\n\nHackensack, N. J.\n\nOlympia, Wash.\n\nHarrisburg, Pa.\nHazelton, Pa.\n\nParkersburg, W. Va.\nPasadena, Calif.\nPaterson, N. J.\nPensacola, Fla.\nPetersburg, Va.\n\nHighland Park, Mich .\nHoquiam, Wash.\n\nHot Springs, Ark.\nHuntington, W. Va.\n\nBoston, Mass.\n\nIdaho Falls , Idaho\n\nBrockton, Mass.\n\nIndependence, Iowa\n\nCarthage, Mo.\n\nIndiana, Pa.\n\nCedar Rapids, Iowa\n\nIndianapolis, Ind.\nIronton, Ohio\n\nCicero, Ill.\nClarksburg, W. Va.\nCleveland, Ohio\nColumbus, Ga.\nColumbus , Miss.\nColumbus , Ohio\nCrookston, Minn.\nDayton , Ohio\nDenver, Colo.\nDes Moines, Iowa\n\nDobbs Ferry, N. Y.\nDonora, Pa.\nDotham, Ala.\nDover, Del .\nDowingtown, Pa.\n\nEast St. Louis , Ill.\nElmira, N. Y.\nEl Paso, Texas\nElwood, Ind.\nErie, Pa.\nEugene, Wash .\nEverett, Mass.\nEverett, Wash .\nFargo, N. Dak.\nFaribault, Minn.\n\nFayetteville, Ark.\nFergus Falls , Minn.\nFitchburg, Mass .\nFond du Lac , Wis .\nFresno, Calif.\n\nNorfolk , Va.\nOak Park , Ill .\nOlean, N. Y.\n\nIrvington,\n\nN. J.\n\nJacksonville, III.\nJanesville, Wis.\nJersey City, N. J.\nLa Crosse, Wis.\nLansdale, Pa.\nLatrobe, Pa.\n\nKansas City, Mo.\nKenosha, Wis .\nKnoxville, Tenn.\nLakewood , Ohio\nLansingburgh , N. Y.\nLawton, Okla.\nLebanon , Pa.\nLivingston , Mont.\nLogan City, Utah\nLongmont, Colo.\n\nLos Angeles, Calif.\nMansfield, Ohio\nMiles City, Mont.\n\nMinneapolis, Minn.\nMishawaka, Ind.\nMoline, Ill.\nMt. Union, Pa.\nMunising, Mich.\n\nPhiladelphia, Pa.\nPlymouth , Ν. Η .\nPassaic, N. J.\nPort Townsend, Wash .\nPottstown, Pa.\nPort Chester, N. Y.\nProvidence, R. I.\nQuincy, Ill .\nRacine , Wis.\nReading, Pa.\nRichmond, Va.\nRock Island, Ill .\n\nRocky Ford, Colo.\nRoslyn, Wash .\nRoswell, N. Mex.\nSalem, Oreg.\n\nSalem City, N. J.\nSalt Lake City, Utah\nSavannah , Ga.\n\nSchuylkill Haven, Pa.\nSchenectady, N. Y.\nScotia, N. Y.\nSeattle, Wash.\n\nSouth Bend, Ind.\nSouthington, Conn .\n\nSpanish Fork, Utah\nSt. Joseph, Mo.\nStreator, Il1.\nSuperior, Wis.\nSyracuse, N. Y.\nTerre Haute, Ind.\n\nMuskegon , Mich .\n\nTopeka, Kans.\n\nMuskogee, Okla.\nNewark, N. J.\n\nTrinidad, Colo.\nTulsa, Okla.\nTyler, Texas\n\nNew York, N. Y.\n\n"}
{"page": 235, "printed_page": null, "text": "210\n\nNATIONAL EDUCATION ASSOCIATION\n\nWashington, Ind.\n\nWalla Walla, Wash.\nWarren, Ohio\n\nWaterloo, Iowa\n\nWinston-Salem, N. C.\nWoodward, Okla.\n\nWashington, D. C.\n\nWilmington, Del.\n\nWooster, Ohio\n\nIV- SUGGESTED TOPICS FOR DISCUSSION AND INVESTIGATION\n\n1. What, in addition to the use of a good form of close and capable\nsupervision and helpful frankness in dealing with teacher, do you consider\nas pre-requisites, in securing good results from any form of teacher rating\nplan?\n\n2. In actual practice, do rating plans tend to stimulate industry, encourage individual improvement, and reward exceptional merit?\n3. Is it possible to devise and apply to the teaching process impersonal,\nobjective standards of value ?\n\n4. Discuss the statement : A salary schedule, based only in part on years\nof service, and with additional rewards for growth and efficiency after the\ncommon maximum has been reached, offers one of the best means for providing the proper stimulus for further professional growth.\n\n5. How do you account for greater sensitiveness of elementary school\nteachers than of high school teachers to discrimination between teachers on\nthe basis of efficiency ?\n6. What should rating schemes seek to measure? What is good teaching ? What are the fundamental qualities of teachers that should receive\nscientific and administrative attention? What is their relative importance\nand how may they be determined ? What casual relationship, if any,\nexists between the possession of various attributes and the production of\ndesirable changes in pupils ?\n7. Is Courtis correct in stating that the program of establishing scientific\n\nstandards of teaching ability requires : (a) The definition of teaching ability in terms of the changes to be produced in children ; (b ) formulation of\nstandard tests for measuring these changes; (c) control studies of the relation of all personal and method factors; (d) similar studies measuring\nthe optimum type of training, and (e) devising tests and scales to select\nthe fit from the unfit ?\n\n8. Because teachers are responsible to the community should they not\n\nonly study teacher rating systems but also the personnel rating plans of\n\"Big Business.\"\nV-ILLUSTRATIONS OF TEACHER RATING SCALES\n\nStandard for Rating Teachers for the Principal's Use ( Issued by the\nBoard of Education, Hackensack, N. J., 1924)\n\"In order that there may be a uniform method of judging a teacher's\nwork, it is desired that the following items be considered with the understanding that it will not be necessary to take every item into account, but\nthat these items may be a guide in observing the work of the teachers:\n\n"}
{"page": 236, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n211\n\n1. Classroom management\n(a) Care of school property\n\n(b) Heat, light and ventilation\n(c) Neatness of room\n\n(d) Physical welfare of pupils\n(e) Proper seating and posture for pupils.\n2. Personality of teacher\n(a) Attitude toward class\n\n(b) Control of voice\n(c) Preparation of work\n(d) Proper use of English\n(e) Use of time\n3. Character of instruction\n\n(a) Adapted to capacity of pupil\n\n(b) Adapted to individual progress\n(c) Are pupils interested\n(d) Individual thinking on part of pupil\n(e) Related to experience of pupil\n4. The Recitation\n\n(a) Commends success and effort\n(b) Lesson assignment to continue the interest\n(c) Lesson plan evident\n\n(d) Provision for all pupils to take part\n(e) Pupils criticise their own and other pupil's work\n(f) Test of pupil's preparation\n(g) Uses questions with good effect\n5. Discipline\n(a) Control without apparent effort.\n\n(b) Correction by commendation and suggestion\n(c) Evidence of character building\n(d) Respectful attitude toward teacher and others\n\n(e) Self-control and self-direction of pupils developed,\n6. Professional attitude and coöperation\n\n(a) Advancement of educational interests in the community.\n(b) Coöperation in activities outside the classroom.\n(c) Initiative and ability to lead\n\n(d) Professional growth evidenced in classroom teaching and management.\n\n( e) Professional study evidenced by right methods of teaching\n(f) Visitation in home of pupils\n7. Health\n\nFrequent absence due to illness will be considered as a basis of rating when in\n\nthe judgment of the principal it impairs efficiency.\n\n1. All teachers receiving a rating of Excellent shall receive the same rate\nof increase annually, such increase to be so apportioned that it will be possible for a teacher to advance in eight years from the minimum to the maximum fixed for their particular classification.\n2. All teachers rated as Good shall receive the same rate of increase an-\n\nnually, such increase to be so apportioned that it will be possible for a\nteacher of this rating to advance in twelve years from the minimum to the\nmaximum fixed for their particular classification .\n\n"}
{"page": 237, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n212\n\n3. All teachers rated as Fair shall receive the same rate of increase to be\n\napportioned that it will be possible for a teacher of this rating to advance\nin fifteen years from the minimum to the maximum fixed for their particular classification .\n\n4. All teachers rated as Poor shall receive no increase for that year.\nSELF - RATING CARD FOR TEACHERS\n\n(Furnishedby Superintendent Adams, Plymouth, N. Н. )\n\n1. Do I know the meaning of education ?\n2. Do I know the specific aim of each subject taught ?\n3. Do I have an immediate aim in each subject taught ?\n4. Are my aims achieved ?\n\n5. Am I making appropriate use of pupils' previous experience and instructions ?\n\n6. Do I make good use of illustrative materials ?\n7. Do I make good use of blackboard?\n8. Do I help my pupils too much ?\n9. Do I talk too much ?\n\n10. Do I refrain from scolding and nagging my pupils ?\n11. Am I enthusiastic in my work ?\n12. Are my pupils responsive ?\n13. Do my pupils ask thoughtful questions ?\n14. Do I know the value of drills, reviews, and examinations so that I can\nuse them to advantage in my work ?\n15. Do I motivate my school work?\n16. Is my work each day satisfactory to myself ?\n17. Do I try to help the community in which I teach ?\n18. Am I courteous to (a) pupils ; (b) superintendent; (c) fellowteachers; ( d) school board; ( e) parents ?\n19. Am I careful of my personal appearance-dress, hair, nails, teeth ?\n20. Am I doing anything to improve myself in my teaching profession ?\nSuggested rating : A-superior; B-good; C-fair ;\nD-poor ; E-very poor.\n\n"}
{"page": 238, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n213\n\nEugene, Oregon\nDetailed Rating of Teachers\nTeacher\nPoor\n\nFair\n\nGood\n\nExcellent\n\n1. General appearance\n2. Health\n3. Voice\n4. Resourcefulness and Initiative\n5. Enthusiasm and cheerfulness\n6. Tact\n7. Industry\n8. Promptness\n9. Daily preparation\n10. Scholarship\n11. Professional interest and growth\n\n12. Interest in individual pupils\n13. Interest in\n\nschool as a whole\n\n14. Co- operation and loyalty\n15. Nectness of room\n16. Discipline\n17. Influence with pupils\n18. Attentiveness and interest of class\n19. Ability to make pupils do their best\n20. Attention to individual needs\n21. General development of pupils\n\n22. Method of teaching in general\nVI- SELECTED BIBLIOGRAPHY\n\nAdams, Edwin W. Teacher rating as a means of improving instruction. Eleventh\n\nAnnual Schoolmen's Week Proceedings , School of Education, University of\nPennsylvania. pp. 70-78 .\n\nThe Philadelphia Plan of Rating.\nAlmack, John C., and Lang, Albert H. Problems of the teaching profession.\nHoughton Mifflin Co., Boston. 1925. 335 pp. Chapter X, pp. 175-194–\nMeasurement of Teaching Efficiency.\n\"Functions of special importance of a teacher rating system:\n1. To select candidates for training.\n2. To guide and stimulate students in training.\n3. To select applicants for teaching positions.\n4. To aid in the improvement of teachers .\n\n5. To serve as an index to the right of promotion.\n6. To serve as a basis for dismissal.\"\n\n"}
{"page": 239, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n214\n\nBobbitt, J. F. Results of plans to measure efficiency in teaching; in Proceedings\nof the National Education Association. 1915.\nA general discussion of the problem.\n\nБоусе, А. С. A method for guiding and controlling the judging of teaching\nefficiency in School Review Monographs, No. VI. 1915. pp. 71-82.\nDiscusses the general problem and illustrates, by a series of graphs, how teachers' qualities\nmay be rated and scored.\n\nBuckingham, B. R. Opinion and practice as to the rating of teachers. Educational\nResearch Bulletin, Vol. I, No. 18. November 8, 1922.\n\npp. 171-174.\n\nReturns from an inquiry sent to superintendents of schools in cities over 25,000 population\nshow that almost without exception superintendents think teachers should be rated; but that\nonly about seventy-seven per cent actually use some plan of teacher rating.\n\nBulletin of the Grade Teacher's Association of Spokane, Washington, Vol. IX, No.\n1. November, 1923. 16 pp.\nA symposium on the subject of teacher rating.\nCubberley, E. P. State and county educational reorganization. Macmillan, New\nYork.\n\n1914.\n\nSee Appendix F for the Elliott and Indiana success-grade forms for estimating the\nefficiency of teachers.\n\nPublic school administration.\n\nHoughton Mifflin Co., New York.\n\n1916.\n\nChapter XVI discusses salary grants based on efficiency.\nDavidson, W. M., and Blewett, Ben. How to measure the efficiency of teachers ;\n\nin Proceedings of National Education Association, 1913. pp. 286-92,\nTwo papers discussing the rating of teachers and the merit system for\nsalary advances.\nElliott, E. C.\n\nCity school supervision.\n\nWorld Book Co., New York.\n\n1914.\n\nChapter IX describes in some detail the methods and standards employed in rating efficiency\nin New York City, and Chapter X describes the methods employed, giving blanks used, in a\nnumber of other cities.\n\nGreen, C. C. The promotion of teachers on the basis of merit and efficiency.\nSchool and Society, Vol. I. pp. 705-9 ( May 15, 1915) . Also in Proceedings of\nNational Education Association.\n\n1915.\n\nA discussion and a plan.\n\nHebb, Bertha Y. Samples of teacher self-rating cards . U. S. Bureau of Education,\nCity School Leaflet No. 18.\n\nFebruary, 1925. 15 pp.\n\nPresents a number of self-rating plans in current use.\nHines, Harlan C. Merit systems in the large cities. American School Board Journal. Vol. 68, No. 6. pp. 52, 111-112. June, 1924.\nSurvey made by personal letter of inquiry to superintendents of schools in cities over\n100,000 in population. The replies showed that about fifty per cent of these cities have\nadopted merit plans for the promotion of teachers in service.\n\nSalary increases depend upon efficiency. Journal of Educational Research, Vol.\nVI, No. 3.\n\nOctober, 1922.\n\npp. 276-277.\n\nDiscussion of efficiency rating scale and salary schedule for 1922 in Cicero, Illinois.\n\nThe\n\nscale calls for a rating of each teacher on five factors in determination of four ability groups :\n(1) training; (2) health; (3 ) personality; ( 4) professional attitude; (5 ) success-the measurement of efficiency.\n\nKimball, Florence. A survey of teacher rating in the United States. Minneapolis\nMinnesota, 1923.\n\n19 pp.\n\nShows as far as the questionnaire method can reveal what was the status of teacher\n\nrating in 1923 .\n\n"}
{"page": 240, "printed_page": null, "text": "215\n\nREPORTS OF COMMITTEES\n\nKing, LeRoy A. The present status of teacher rating. American School Board\nJournal. February, 1925. pp. 44-46. Also in the Eleventh Annual Schoolmen's Week Proceedings, School of Education, University of Pennsylvania .\npp. 50-64.\nSummarizes replies from 92 superintendents and analyzes the rating plans of 103 cities.\nFrom these data one gets an idea of the generally accepted present practice as regards\nteacher rating.\n\nLain, Nell E. Teacher rating. The Journal of the National Education Association, Vol. XIV, No. 4. pp. 118-119.\n\"Since the question of teacher rating is now and may be for some time a debatable\nquestion, we cannot afford to be dogmatic with regard to any particular system and say it\nis all right or all wrong.\"\n\nLewis, Ervin Eugene. Personnel problems of the teaching staff. Century Co., New\nYork.\n\n1925. p. 190.\n\nDiscusses rating as only one of the many issues which make for or mar a teacher's happiness.\n\nLink, Henry C. Personal opinion records and rating scales. Industrial Management, Vol. 67, No. 2. February, 1924. pp. 78-80.\n\"The conclusion is reached that even a very capable foreman, employer, teacher, or department head is unable to treat an individual as a compound of separate qualities and to assign\na magnitude to each of these in independence of the others.\"\n\nNational Education Association, Relation of quality of teaching to salaries in cities.\nResearch Bulletin, Vol. 1, No. 3, Teachers' Salaries and Salary Trends in\n1923. pp. 51-52.\nPresents table showing number of cities in different population groups where teachers are\nrated, the number of cities where rating directly affects salary, the number of groups into\n\nwhich teachers are divided, and the prevailing number of individual ratings given each teacher.\nRowland, Albert L. State plan of teacher rating as a means of improving instruction. Eleventh Annual Schoolmen's Week Proceedings, School of Education,\nUniversity of Pennsylvania. pp. 65-70.\nRequirements for a good rating scheme :\n1. Enough detail to assure an objective judgment.\n2. Simplicity that will commend it to the busy supervisor and to the easy comprehension of the teacher.\n\n3. Adequate scope to report a fair analysis of the teaching process.\n4. The giving of due regard to the relative value of the several elements of this\nanalysis.\n\n5. The inclusion of some simple scheme of quantitative translation in order that\nlarge numbers of ratings may be grouped for statistical purposes.\n\nSears, J. B.\nResearch.\n\nThe measurement of teaching efficiency.\n\nJournal of Educational\n\nVol. IV, No. 2. September, 1921. pp. 81-94.\n\n1. There ought to be a sorting process at the entering door of all teacher-training\ninstitutions.\n\n2. We need a means for measuring the progress which is made in training.\n3. We need a test by means of which we may be able to predict the degree of suc-\n\ncess that is likely to be attained by an applicant for a teaching position.\n4. We need to measure the efficiency of our teachers in service, in order that:\n(a) We may supervise more intelligently, (b) promote and renumerate in terms\nof merit; and (c) replace favoritism and misunderstanding with a rational basis\nof coöperation.\n\n5. We need to have teachers measure themselves for the knowledge and professional stimulus they will derive from a thorough analysis of their own work.\n6. We need to measure teaching efficiency for the light such measurement will\nthrow upon the teaching and supervisory process.\n\nTeachers' Rating Card in Use at Omaha ; in Elementary School Journal, Vol. XX.\nJune, 1920. pp. 723-24.\n\nA rating card worked out by the teachers themselves.\nWagner, Charles A. What should be the teacher's part in a scheme of teacherrating ? School Board Journal, March, 1924.\n\"\nThe capacity for self-valuation is like any other judging skill, it grows and refines itself by\npractice\n\nThe reaction on methods of teaching would become much more effective\n\nthan criticism from any other source.\"\n\n"}
{"page": 241, "printed_page": null, "text": "216\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF COMMITTEE ON AMERICAN EDUCATION\nWEEK\nTHOMAS E. JOHNSON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nLANSING, MICHIGAN, CHAIRMAN\n\nCertain features of the problems connected with the work of the Committee on American Education Week are worthy of consideration at the\nbeginning of the Committee's work.\nAmerican Education Week was begun by the National Bureau of Education. At the Des Moines meeting of the National Education Association, the officers of the American Legion suggested American Education\nWeek and requested the Federal Bureau of Education and the National\nEducation Association to coöperate with them in its observance. Both\naccepted, and since that meeting this week has been observed throughout\nthe country, and it has been sponsored by the three organizations.\nCertain embarrassments have inevitably resulted because of some differences in viewpoint. The Federal Bureau of Education is essentially a\npart of the Federal Government, and the commissioner is inevitably restricted in program activities because of that fact.\nThe American Legion is naturally interested primarily in that phase\nof education which will tend toward a greater governmental stability.\nThe National Education Association has naturally been interested preeminently in the immediate problems of educational administration. All\nof these viewpoints have been to a great extent harmonized, and unquestionably much good has been accomplished.\nWhen your committee was appointed, the chairman wrote to a number\nof people who had at times expressed some dissatisfaction with the program\nand even with the movement, to many school people, and a number of\nleading newspapers. As a result of all inquiries, there was some objection to certain so-called negative qualities in the 1924 program, and an\nearnest opinion on the part of school people and newspapers that a very\ndefinite movement should be undertaken to interpret the schools of the\nUnited States to our people in order that the movement for retrenchment\nshould not gain too great a headway.\nThis interpretation should be in the form of a program that would cease\ntalking about physical inefficiency, but would show them the value of physical education. It would cease talking about the necessity for teacher\ntraining, but would show our people the results of the new teacher training.\nThis suggestion came from many sources, and in the opinion of your\nCommittee is perhaps the most important contribution to be made by it to\na program for American Education Week.\n\nIn the meantime, Dr. Tigert gave much time to bring the desire for a\nconstructive program before those who had in the past been responsible for\nthe program with the result that most of the items which had been,\nproperly or otherwise, a subject of criticism in the past, were entirely\neliminated by the sponsors of the week's program.\n\n"}
{"page": 242, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n217\n\nTo my mind, those who have criticised on the ground that the American\nLegion is not an educational organization have no real basis in fact for\nsuch criticism. The American Federation of Labor, the National League\nof Women Voters, the Daughters of the American Revolution, and scores\nof others we could mention are not educational organizations, but they\n\nhave been a tremendous assistance in securing educational legislation, building programs and adequate budgets. The legislatures in the several states\n\nand the Federal Congress are not educational organizations, yet they have\ncontributed to, and in fact have made possible modern education. The\nAmerican Legion is composed of men who will shortly control the public\npolicies of the United States, and to have them not only committed to such\na program but active in carrying it out, is, to my mind, a most important\ncontribution to educational statesmanship, and the officers of the Legion who\nhave this splendid viewpoint and who have assisted so unselfishly in the\npromulgation of correct educational principles deserve our most grateful\nand hearty thanks.\nDr. Tigert, who has occupied a difficult position, acting as it were as a\nliaison officer, deserves not only our thanks, but our congratulations, as\nunquestionably to him is due the fact that we have been able to offer this\n\ncoming year a program in which we believe all can unite.\nYour Committee believes that this program should be general with ample\nopportunity for each community to develop its own needs, and to serve\n\nthrough it the solution of its own problems. This program should be suggestive, and should offer ways of bringing to the people at home an understanding of their school and its problems. It can reach its maximum of\nvalue only when every educator in the country is willing to give his best\nservices in preparing his local program. It can be of maximum value only\nwhen every possible agency is united to this end.\nOne of the greatest tragedies inAmerica is the wealth of available energy\nwhich is unused. In every community there are groups and organizations\nof people searching for something to do in order to maintain their identity\nand existence. The utilization of this waste energy is one of the most\ndistinct problems of the educator.\n\nIn the utilization of this energy, Education Week can be of the maximum\nimportance from the very fact that so many people can be interested in their\nschools, provided the school program is presented in an effective manner.\nYour Committee had hoped that some changes could be made which it\ndevelops are impossible at the present time, but which can be made if a\ncommittee for this purpose is continued by your organization .\nThe final program as adopted by your Committee is as follows. The\nprogram for Friday is to close with a pageant or program designed to\ninterpret the modern school and its needs to the American public.\n\n"}
{"page": 243, "printed_page": null, "text": "218\n\nNATIONAL EDUCATION ASSOCIATION\n\nConstitution Day\nMonday, November 16, 1925.\nThe Constitution is the bulwark of democracy and opportunity.\n\n1. Unity, justice, tranquility, defense, welfare and liberty.\n2. Our Constitution guarantees these rights.\n3. Our Constitution is the expression of the will of the people.\n4. One Constitution, one Union, one Flag, one History.\nSlogans-Ballots, not bullets.\nKnow the Constitution .\n\nVisit your schools today.\nPatriotism Day\nTuesday, November 17, 1925.\nThe Flag of the United States of America is the symbol of the ideals and institutions of our\nRepublic.\n\n1. Our Flag insures the sancity of life and the security of property.\n2. Quicken the sense of public duty.\n3. Voting is the primary duty of the patriot.\n4. Our national honor must be preserved from unjust attack.\nSlogans-America first.\nVote at all elections .\n\nVisit your schools today.\nSchool and Teacher Day\nWednesday, November 18, 1925.\nIt is not too much to say that the need of civilization is the need of teachers.-Calvin\nCoolidge.\n\n1. The teacher is a nation builder.\n\n2. The school is the foundation of democracy.\n3. Provide for the needs of your schools.\n4. Trained teachers require adequate compensation.\n\n5. The teaching of patriotism is the duty of all public servants .\nSlogans-The better the teacher the better the school.\nVisit your schools today.\nConservation and Thrift Day\nThursday, November 19, 1925 .\nThe forests of America, however slighted by man, must have been a great delight to God.John Muir.\n\n1. Conserve our national resources.\n2. Prevent forest fires .\n\n3. Industry and thrift spell prosperity.\n4. Saving insures happiness .\nSlogans-Plant a tree.\nWork and save .\n\nVisit your schools today .\n\n"}
{"page": 244, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n219\n\nKnow Your School Day\n\nFriday, November 20, 1925.\nProgressive civilization depends upon progressive education.\n\n1. Schools must progress with the times .\n\n2. Preparation for modern day life demands a broader course of study.\n3. The school must be kept abreast of science and invention.\n\n4. A little invested in education saves much expended on crime, poverty and\ndisease .\n\nSlogans-Good schools for all communities.\n\nMake your schools livable.\nVisit your schools today.\nCommunity and Health Day\nSaturday, November 21, 1925.\nPhysical education means health and strength.\n\n1. The school is a community center.\n\n2. Equality of opportunity for every American boy and girl.\n3. Public library service for every community.\n4. Proper food and rest for children.\n5. A health officer for every community.\n6. Adequate parks for city, state and nation.\n\nSlogans-A square deal for the country boy and girl.\nA sound mind in a sound body.\n\nVisit your neighbor today.\nFor God and Country Day\nSunday, November 22, 1925 .\nReligion, morality, and education are necessary for good government.\n1. Education in the home.\n2. Education in the school .\n3. Education in the church .\n\nSlogans-A Godly nation cannot fail.\nVisit your Church today.\n\n"}
{"page": 245, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n220\n\nTEACHER TENURE IN COLLEGES AND NORMAL SCHOOLS\nFREDERICK M. HUNTER, SUPERINTENDENT OF SCHOOLS\nOAKLAND , CALIFORNIA, CHAIRMAN\n\nThe Committee of One Hundred on the Problem of Tenure devoted\n\nits report in 1924 to a study of teacher tenure in the elementary and\nsecondary schools of the United States, including the amount of teacher\nturnover, cases of political dismissal, State and local regulations relative to\nteacher tenure, together with a comparison of tenure legislation in foreign\ncountries. So great was the need for tenure legislation as revealed by the\nstudy of conditions in the elementary and secondary schools that those\nmembers of the Committee of One Hundred on the Problem of Tenure,\n\nwho are members of normal schools and teachers' colleges, requested that\nthe Committee make a study of teacher tenure in these institutions of\nhigher learning. Inquiries were sent to the presidents of all State public\nnormal schools and teachers' colleges in the United States. The following\nreport summarizes the replies from 61 normal school presidents and 46\npresidents of teachers' colleges.\nNATURE OF CONTRACT BETWEEN TEACHERS AND EMPLOYING AUTHORITY\n\nTables 1-5, inclusive, show present conditions as to nomination and\nappointment of teachers, officials responsible, period of time of appointment, etc.\nTABLE 1.-OFFICIAL OR BOARD WHICH NOMINATES TEACHERS\nCOLLEGES AND NORMAL SCHOOLS\n\nIN\n\nTEACHERS\n\nNumber\n\nNominating official or board\n\nPresident of normal school or college .\nPrincipal of school..\nBoard of regents ....\n\nTeachers\n\nState public\n\ncolleges\n\nnormal schools\n\n38\n\n32\n\n4\n\n22\n\n1\n\nHeads of departments approved by President.\n\n1\n1\n\nLocal board of managers\n\nPresident on dean's approval .\n\n1\n\nPrincipal and local board.\n\n1\n1\n\nPrincipal through the commissioner .\nPrincipal representing local board of managers\nSchool board ..\nSuperintendent of schools .\nPresident to a teachers' committee and the committee to the State\nteachers' college board ..\nTotal number replying .\n\n1\n\n1\n1\n1\n\n::\n\n46\n\n60\n\n1\n\nRead Table 1 as follows: In 38 teachers' colleges and in 32 State public normal schools , the\npresident is the nominating official .\n\n1The term \" teacher\" here includes all permanent members of a staff, i. e. , members of a\ncritic staff nad practice school, instructors, assistants, and administrative, supervisory, and\ntechnical experts.\n\n"}
{"page": 246, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n221\n\nTABLE 2 -OFFICIAL OR BOARD WHICH APPOINTS TEACHERS IN TEACHERS COLLEGES\nAND NORMAL SCHOOLS\n\nNumber\n\nAppointment official or board\nTeachers\n\nState public\n\ncolleges\n\nnormal schools\n\n77663229\n\nState board of education .\nBoard of trustees ..\nBoard of regents ..\nPresident of college ..\nTeachers college board .\nNormal school board.\nBoard of control .\nState commissioner of education .\nDepartment of education .\n\n2\n\ni\n\n1\n\n2\n\nLegally, board of regents, but actually the president\n\n1\n\nBoard of regents elects on nomination.\n\n1\n\nHeads of departments*.\nPresident subject to approval of regents .\n\n1\n1\n\nSchool committee ..\nState director of education with confirmation of state board of\n\n1\n\n12\n11\n9\n1\n\n::\n\n21\n\n22\n\neducation\nState trustees .\n\n1\n\n2\n\n:\n\nDepartment of education with approval of commission on adminis1\n\ntration..\n\n7112\n\n::\n\nState Board of education .\nLocal board with approval of commissioner of education .\nPrincipal\nState teachers college board .\n\nTheboard legally, elects, but practically the president by delegated\n1\n\npower.\n\n121\n\nPrincipaland teachers committee with approval of the commissioners\nof education\n\nThe president, the secretary of the board giving official notice.\nState superintendent of public instruction .\n:\n\nBoard of directors\nBoard of regents and commission of education.\nEducational committee of board.\n\n1\n\n1\n1\n\nLocal board, subject to approval of local trustees and state department of public instruction .\n.\nState board of administration\n\n1\n1\n\n46\n\nTotal..\n\n61\n\n*Heads of Departments nominate to President, he presents name with his endorsement to\nfaculty committee.\n\nRead Table 2 as follows: In 7 teachers' colleges and 12 normal schools, the State Board of\nEducation appoints teachers.\n\nTABLE 3.-TIME OF APPOINTMENT OF TEACHERS IN TEACHERS COLLEGES AND\nNORMAL SCHOOLS\nNumber\n\nTime of appointment\n\nBlank...\nMiscellaneous .\n\nTotal number replying .\n\nState public\n\ncolleges\n\nnormal schools\n\n11\n\n11\n12\n11\n\n5\n624321\n\nMay.\nApril\nWhenever vacancy occurs.\nJune annually ..\nSpring\nAnnually.\nJuly.\nCommencement season .\nNo definite date.\n\nTeachers\n\n7\n\n2\n1\n1\n1\n\n3\n\n1\n\n9\n\n14\n\n46\n\n61\n\nRead Table 3 as follows: In 11 out of 46 teachers' colleges and in 11 out of 61 State public\nnormal schools, the time of appointment is May.\n\n"}
{"page": 247, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n222\n\nThere is little unanimity of practice as to the time of election or appointment of teachers in teachers' colleges. In addition to the times specified in\nTable 3, these miscellaneous replies were given in answer to the question,\nWhen are teachers appointed: When first elected only; February or\nMarch; at the April quarterly meeting; annually in May or June; when\n\nthe president submits the nominations ; March of each year; any time ; and\nusually in the Spring quarter.\nThe following exceptions to Table 3 show that for the most part there\nis also no specified time for the appointment of teachers in State public\nnormal schools. These miscellaneous replies were received in answer to the\nquestion : When are teachers appointed in State public normal schools ?\nAt any board meeting in five normal schools; after the president has\n\nselected and named them; at monthly meetings of board of regents; the\nfiscal year is from December 1 to November 30, and appointments are\nusually included in the budget to begin September 1; once each year, April\nor June; when confirmed by Board of Regents at the annual July meeting;\nusually the last of March of each year; whenever requested; May or\nAugust; at random; and at the Spring meeting, either May or June.\nTABLE 4.-LENGTH OF TIME FOR WHICH TEACHERS ARE APPOINTED IN TEACHERS\nCOLLEGES AND NORMAL SCHOOLS\nNumber\n\nLength of appointment\nTeachers\n\ncolleges\n\nOneyear.\nIndefinite.\n\nMiscellaneous .\n\nTotal number replying.\n\n26\n9\n\n39\n8\n\n2\n\n1\n116\n\nAt will of department .\nTechnically one year, really until services become unsatisfactory.\nNo stated time, practically permanent..\nFirst one year, later during good behavior and efficiency..\n\nState public\nnormal schools\n\n6\n\n14\n\n46\n\n61\n\nRead Table 4 as follows: In 26 out of 46 teachers' colleges and in 39 out of 61 State public\n\nnormal schools, the length of appointment of teachers is one year.\n\nWhile Table 4 shows a slight trend as to the length of time for which\nteachers are appointed in teachers' colleges, these exceptions were listed :\nTenure one year, but teachers are recommended for permanent tenure after\nthree years of satisfactory service; on probation from two to four years ;\nafter the first year, if employment is mutually satisfactory, reëlection is\nautomatic in two teachers' colleges; one year on probation, after two years\nof service tenure is considered permanent; and during life, good behavior,\nand efficiency.\n\nThese miscellaneous replies were also received in answer to the question :\nFor how long are teachers appointed in State public normal schools ? As\nlong as service is meritorious; indefinitely after probation period of two\nyears, during which the rules of tenure do not apply; one, two to three\nyears; for one year when first engaged; after that during satisfactory\nservice; one year, September first to September first; as long as satisfactory;\nschool year, or 60 days' notice for either party; some for one year, some\n\n"}
{"page": 248, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n223\n\nfor two years, others without term; one full year, twelve months in two\nnormal schools; teachers are appointed each year, but as a matter of fact\nthe appointment continues ; and no specified time.\nTABLE 5.\n- POLICY AS TO THE HOLDING OF FORMAL ANNUAL ELECTIONS\nNumber\nAre formal\n\nState public normal schools\n\nTeachers colleges\n\nelections held\nannually?\n\nFor teachers\n\nalready employed\n\nFor new\nteachers\n\nYes....\n\n26\n\nNo.\n\n15\n\nForteachers\n\nalready employed\n\nFor new\nteachers\n\n30\n\n32\n\n35\n\n10\n\n26\n\n15\n\n5\n\n6\n\n1\n2\n\nii\n\n46\n\n46\n\n61\n\n61\n\nNot always .\nBlank .\n\nTotal number replying .\n\nRead Table 5 as follows: Formal annual elections are held in 26 out of 46 teachers' col'eges ,\n\nfor teachers already employed, in 30 out of 46 teachers' colleges for new teachers. In State public\nnormal schoos, formal annual elections are held in 32 out of 61 institutions for teachers already\nalready\nemployed and in 35 out of 61 for new teachers.\n\nTABLE 6.-TEACHER TURNOVER IN TEACHERS COLLEGES\n1923\n\n1922\n\nIdentification\nnumber\nNumber\n\nemployed\n\nNumber not\nreturning\nfollowing\n\n93\n\n5.\n6...\n7.\n8.\n9\n\n12.\n13.\n\n16.\n\n66\n60\n43\n\n59\n58\n57\n46\n44\n42\n\n41\n\n35\n\n21.\n\n42\n\n22\n.\n23\n24\n.\n\n37\n\n39\n43\n\n25\n\n28\n.\n\n24\n\n29\n.\n30.\n\n87\n36\n\n31\n\n31\n30\n\n32\n.\n\n30\n\n28\n\n24\n24\n\n37\n38.\n39\n\n20\n\n18\n\n40.\n\n12\n\n75\n60\n51\n\n59\n59\n57\n53\n47\n47\n\n50\n43\n\n38\n45\n\n38\n41\n\n36\n\n71\n\n69\n\n10\n\n30\n\n4\n\n23\n22\n20\n12\n\n52\n52\n\n51\n\n50\n49\n45\n44\n43\n42\n40\n39\n\n31\n\n28\n26\n\n59\n\n44\n\n38\n37\n\n31\n29\n\n65\n64\n61\n60\n\n46\n\n40\n36\n32\n\n118\n110\n92\n79\n\n72283M\n\n33.\n\n34.\n35\n..\n36.\n\n64\n\n18479\n\n42\n36\n\n77\n\n130\n\n11\n\n321\n\n26\n.\n27\n\n100\n\n236\n\nAll\n\n39\n38\n38\n36\n35\n31\n30\n30\n29\n26\n26\n22\n20\n14\n\n8\n\n8\n2\n2\n3\n7\n\n8\n6\n\n5\n1\n9\n\n4523122 :: 15866 662\n\n20\n.\n\n212\n114\n102\n\n:17\n\n54\n\n18.\n19\n.\n\nyear\n\n: 45\n\n17.\n\nfollowing\n\n054\n26\n\n14.\n15\n.\n\n58\n\nreturning\n\nyear\n\n72353473\n\n10.\n11\n\n73\n\nNumber\n\nemployed\n\n8670\n\n79\n\nreturning\nfollowing\n\n:661 : 5247\n\n96\n\n3.\n4\n.\n\n:975 : 2750913262705 : 57 : 41 :12 : 498696821 21\n\n1.\n\nNumber not\n\nNumber not\n\nNumber\n\nemployed\n\nyear\n\n2.\n\n1924\n\n6\n\n1\n1\n\nRead Table 6 as follows: In teachers' college Number 1, 212 teachers were employed in 1923;\nand 236 in 1924. In teachers' college Number 2, 96 teachers were employed in 1922; of these\n9 did not return the following year, etc.\n\n"}
{"page": 249, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n224\n\nTABLE 7.-TEACHER TURNOVER IN STATE PUBLIC NORMAL SCHOOLS\n1922\n\nIdentification\nnumber\n\nNumber not\n\nNumber not\n\nNumber\n\nreturning\n\nNumber\n\nemployed\n\nfollowing\n\nemployed\n\nyear\n\n4\n\n45\n47\n\n10\n\n88\n72\n63\n52\n\n7\n\n48\n\n42\n\n1\n\n50\n47\n\n48\n\n12\n10\n\n49\n\n42\n\n4\n\n36\n45\n37\n37\n42\n\n41\n\n21\n\n39\n\n22\n\n41\n\n23 .\n24\n\n30\n\n25\n26.\n27\n\n28.\n\n35\n37\n27\n33\n32\n\n32.\n\n29\n\n33\n34\n.\n\n31\n\n35.\n36.\n37\n\n24\n28\n26\n27\n\n38\n\n40.\n41\n.\n\n26\n25\n21\n\n46.\n47.\n\n56.\n\n10\n\n14\n\n10\n\n: 27\n\n53.\n54\n.\n55.\n\n19\n11\n19\n\n08634\n\n51\n52\n\n16\n\n40\n39\n\n37\n33\n\n14\n\n38\n\n5\n8\n\n34\n\n6\n\n36\n\n11\n\n33\n29\n31\n\n4\n\n31\n22\n27\n\n28\n28\n\n3\n\n5\n\n43\n43\n43\n41\n41\n40\n\n39\n38\n38\n37\n36\n33\n31\n31\n31\n29\n28\n28\n\n28\n\n27\n\n23\n*\n\n27\n\n26\n26\n22\n18\n20\n\n2\n\n26\n25\n24\n\n1\n\n24\n\n19\n\n7\n1\n\n17\n\n2\n\n21\n20\n20\n\n20\n16\n\n4\n\n19\n14\n14\n\n11\n8\n7\n\n8\n\n17:25\n\n48.\n49.\n50.\n\n18\n19\n\n62315416\n\n43.\n44\n45\n\n22\n*\n\n69\n\n42\n.\n\n40\n\n11\n\n46\n45\n45\n43\n\n221\n\n39\n\n5\n8\n6\n\n49\n46\n\n20\n20\n20\n15\n15\n\n7\n\n1\n1\n2\n\n1\n1\n\n642221.722\n\n24\n33\n27\n\n30.\n\n11\n\n50\n\n10\n\n21.54\n\n31\n\n29\n\n50\n\n41\n\n38\n40\n42\n43\n32\n\n9\n5\n\n54\n53\n52\n51\n\n41\n40\n39\n37\n\n46\n41\n44\n40\n45\n\n587945937574 : 41 : 2522 312\n\n34\n\n19\n20.\n\n65\n\n:: 876 :: 4.523-\n\n4\n\n11\n14\n\n85\n\n84\n\n037462\n\n39\n\n50\n\nyear\n\n8531422.62704\n\n16\n17\n18.\n\n4\n\n8522 :\n\n11\n12.\n13.\n14\n15.\n\n48\n47\n\nNumber not\nreturning\nfollowing\n\n42\n\n6\n\n60\n\n9..\n\nNumber\nemployed\n\n30\n\n54\n\n4584\n974\n\n108\n\n3 ..\n4..\n5..\n\n10\n.\n\n26\n\nreturning\nfollowing\nyear\n\n1.\n2.\n\n6..\n7.\n8.\n\n1924\n\n1923\n\n21\n*\n\n1\n\n3\n\n12\n\n11\n\n3\n\n8\n8\n\ni\n\n2\n2\n\n2\n\n4\n\n4\n\n1\n\n3\n\n1\n\n3\n\n1\n\n*Many of these teachers were on leave.\n\nRead Table 7 as follows : In State public normal school Number 1, 108 teachers were employed\nin 1922; of these 26 did not return the following year; in 1923, 88 were employed, and 9 of these\ndid not return the following year, etc.\n\nTEACHER TURNOVER IN TEACHERS COLLEGES AND NORMAL SCHOOLS\n\nTables 6 and 7 show the total number of teachers employed in each of\n\n40 teachers' colleges and 56 State normal schools in 1922, 1923, and 1924,\nand the number not returning the following year.\nTables 8 to 11, inclusive, show the number of teachers' colleges and\nnormal schools where members of the faculty are dismissed without notice,\n\n"}
{"page": 250, "printed_page": null, "text": "225\n\nREPORTS OF COMMITTEES\n\nhearing, or statement of cause and without trial. They also show what\nlegal redress is possible and that there is practically no record of instances\nof legal redress.\nTABLE 8.\n- NUMBER OF TEACHERS COLLEGES AND NORMAL SCHOOLS WHERE\nTEACHERS ARE DISMISSED WITHOUT NOTICE, HEARING, OR STATEMENT OF CAUSE\nNumber\nConditions of dismissal\nTeachers\n\ncolleges\n\nTeachers are dismissed without notice, hearing, or statement of cause.\nTeachers are not dismissed without notice, hearing, or statement of\ncause.\n\nBlank .\nTotal.\n\nNormal\nschools\n\n3\n\n1\n*\n\n40\n3\n\n54\n6\n\n46\n\n61\n\nRead Table 8 as follows: In three out of 46 teachers' colleges, teachers are dismissed without\n\nnotice, hearing, or statement of cause. In only one of the 61 normal schools replying does this\nhappen.\n\n*This is the only case of dismissal in eight years. The cause was immorality.\nTABLE 9.-NUMBER OF TEACHERS COLLEGES AND NORMAL SCHOOLS WHERE\nTEACHERS ARE DISMISSED WITHOUT TRIAL\nNumber\nConditions of dismissal\nTeachers\n\ncolleges\n\nTeachers are dismissed without trial ..\nTeachers are not dismissed without trial .\nRight of appeal to advisory board of education .\nHave trial if they desire .\nBlank..\nTotal..\n\nNormal\nschools\n\n16\n\n16\n\n19\n1\n1\n\n36\n\n9\n\n9\n\n46\n\n61\n\nRead Table 9 as follows: In 16 out of 46 teachers' colleges, teachers are dismissed without\ntrial; this is also true in 16 out of 61 normal schools, etc.\n\nTABLE 10.\n-LEGAL REDRESS IN CASES OF DISMISSAL OF MEMBERS OF FACULTY\n\nWITHOUT NOTICE, HEARING, OR STATEMENT OF CAUSE AND WITHOUT TRIAL\nNumber\nLegal redress\nTeachers\ncolleges\n9\n3\n\neducation...\n\nAppeal to courts of state .\n\n1\n4\n\n5\n51\n\nNo legal redress except a right to hearing by the state board of\n\n55\n\nNo redress.\n\nHave never had any such cases .\n\nState public\nnormal schools\n\nHearinggrantedby the commissioner of education and if desired by\n\nState board of regents .\nBlanks .\nTotal.\n\n1\n1\n3\n\n125\n\nthe advisory board of education .\n\nHearing granted by the commissioner of education (final authority) .\nAppeals may be made to the governing board.\nAppeals maybe made to the director or commissioner of education.\n\n1\n1\n22\n\n37\n\n46\n\n61\n\nRead Table 10 as follows: In 9 teachers' colleges and 5 State public normal schools, teachers\nhave no legal redress in case of dismissal.\n\n"}
{"page": 251, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n226\n\nTABLE 11.-NUMBER OF INSTANCES OF LEGAL PROCEDURE RELATIVE TO DISMISSAL\nOF TEACHERS FROM TEACHERS COLLEGES AND NORMAL SCHOOLS\nNumber\n\nInstances of legal procedure\nTeachers\n\nState public\n\ncolleges\n\nnormal schools\n\nNone....\n\n23\n\n20\n\nTest case in 1923 court (district) held board could legallydismiss.\n\n1\n1\n21\n\n41\n\n46\n\n61\n\nWill furnish it upon request .\nBlank.\nTotal.\n\nRead Table 11 as follows: In 23 teachers' colleges and in 20 State public normal schools, there\nis no record of instances of legal procedure relative to dismissal of teachers without trial.\nEXISTING TEACHER TENURE LEGISLATION\n\nTables 12 to 13 show the number of teachers' colleges and normal\nschools protected either by a State law relative to the tenure of teachers\nor by a regulation of the State Board of Education.\nTABLE 12.-NUMBER OF TEACHERS COLLEGES AND NORMAL SCHOOLS WHERE\nTENURE OF OFFICE IS PROTECTED BY STATE LAW RELATIVE TO TENURE\nIN THESE INSTITUTIONS\nNumber\nState law relative to tenure in teachers colleges and normal schools\nTeachers\n\ncolleges\nNo.\n\nYes ...\nBlank.\nTotal.\n\nState public\nnormal schools\n\n34\n5\n7\n\n58\n\n46\n\n61\n\n3\n\nRead Table 12 as follows : Thirty- four teachers' colleges and fifty-eight State public normal\nschools report that in their States there is no State law relative to tenure of teachers in teachers'\ncolleges and normal schools .\n\nTABLE 13.-NUMBER OF TEACHERS COLLEGES AND NORMAL SCHOOLS WHERE\nTENURE OF OFFICE IS PROTECTED BY REGULATION OF STATE BOARD OF EDUCATION\nNumber\nProtected by regulation of state board of education\n\nNo.\nYes.\nBlank .\nTotal.\n\nTeachers\n\nState public\n\ncolleges\n\nnormal schools\n\n24\n4\n\n44\n6\n\n18\n\n11\n\n46\n\n61\n\nRead Table 13 as follows : Twenty-four teachers' colleges and forty-four State public normal\nschools report that their State Boards of Education have made no regulation relative to tenure\nof office in teachers' colleges and normal schools.\nNEED FOR TENURE LEGISLATION\n\nTables 14 and 15 show that it is the opinion of the presidents of teachers'\n\ncolleges and normal schools that there is little need either of State legisla\n\n"}
{"page": 252, "printed_page": null, "text": "227\n\nREPORTS OF COMMITTEES\n\ntion or of regulations prescribed by State boards of education relative to\nteacher tenure in teachers' colleges and normal schools.\nTABLE 14.-OPINION OF TEACHERS COLLEGE AND NORMAL SCHOOL PRESIDENTS AS\nTO THE NEED OF STATE LEGISLATION RELATIVE TO TENURE IN THEIR INSTITUTIONS\nNumber\nState legislation needed\n\nNo.\nYes.\nDoubtful\n\nTeachers\ncolleges\n\nnormal schools\n\nState public\n\n32\n\n46\n\n4\n\n10\n1\n\nThere is tenure in most of the state and may be in every part.\n\ni\n\nIt should exist as in the public schools.\nLegislation pending.\n\n1\n1\n1\n6\n\n4\n\n46\n\n61\n\nNot as long as legality of the board's regulation is not questioned .\nBlank..\nTotal.\n\nRead Table 14 as follows: Thirty-two presidents of teachers' colleges and 46 presidents of\n\nState public normal schools report that in their opinion there is no need of State legis'ation\nrelative to tenure in teachers' colleges and normal schools.\nTABLE 15.-OPINION OF TEACHERS COLLEGE AND NORMAL SCHOOLS PRESIDENTS\nAS TO NEED FOR STATE BOARDS OF EDUCATION TO PRESCRIBE REGULATIONS\n1\n\nRELATIVE TO TENURE IN THEIR INSTITUTIONS\n\nNumber\n\nState boards of education should prescribe regulations\n\nNo.\n\nYes ...\n\nTeachers\n\nState public\n\ncolleges\n\nnormal schools\n\n26\n\n56\n\n7\n\nPossibly the only thing would be to specify that a new teacher\nshould serve a probationary period .\n\n1\n\n1\n\nDepends on kind of board\nDoubtful.\nBlank....\nTotal...\n\n11\n\n1\n4\n\n46\n\n61\n\nRead Table 15 as follows : Twenty- six presidents of teachers' colleges and 56 presidents of\n\nState public normal schools report that in their opinion there is no need of State Boards of\nEducation prescribing regulations relative to tenure in teachers' colleges and normal schools.\nSUMMARY OF PREVAILING PRACTICE AS TO TEACHER TENURE IN COLLEGES AND\nNORMAL SCHOOLS\n\n1. In the majority of teachers' colleges and State public normal schools,\nthe president is the nominating official.\n2. The State Board of Education or the Board of Trustees or Regents\n\nin most teachers' colleges and State public normal schools makes the\nofficial appointments.\n3. There is little unanimity of practice as to the time of election or\nappointment of teachers in teachers' colleges and normal schools. A\nfew more appointments are made in April, May, and June than during\nother months.\n\n4. In the majority of teachers' colleges and State public normal schools.\nteachers are appointed for one year.\n\n"}
{"page": 253, "printed_page": null, "text": "NATIONAL EDUCATION Association\n\n228\n\n5. The prevailing practice is to hold formal annual elections for teachers\nalready employed, as well as for new teachers, in both teachers' colleges\nand State public normal schools.\n6. The teacher-turnover in the teachers' colleges reporting for 1922 was\n14 per cent of the number employed; for 1923, 11 per cent; and for\n1924, 8.5 per cent.\n\nThe teacher-turnover in the State public normal schools reporting for\n1922 was 19 per cent; of the number employed for 1923, 17 per cent ;\nand for 1924, 12 per cent.\n7. In practically no instance is a teacher dismissed without notice, hearing,\nor statement of cause from a teachers' college or State public normal\nschool.\n\n8. In the few cases where teachers are dismissed, the dismissal is often\nwithout trial. Legal redress is seldom sought.\n9. Forty-six teachers' colleges and sixty-one State public normal schools\nreport only two instances of legal procedure relative to the dismissal\nof teachers.\n\n10. Of the teachers' colleges and State public normal schools reporting,\n\nin practically none are teachers protected by State law relative to\ntenure, and in only a few instances are they protected by a ruling of\nthe State Board of Education .\n\n11. The great majority of presidents of teachers' colleges and normal\nschools are of the opinion that there is no need either for State legislation or regulations by State Boards of Education relative to teacher\ntenure in their institutions. However, this important fact should be\nkept in mind, the inquiry relative to teacher tenure sent to the presidents of teachers' colleges and normal schools did not ask for an\nestimate of how much the morale of the faculty would be improved\nor teaching efficiency increased if legislation did exist that assured\nteachers' college and normal school teachers tenure during satisfactory\nservice.\nLIST OF TEACHERS COLLEGES AND STATE PUBLIC NORMAL SCHOOLS REPLYING TO\nTENURE INQUIRY\n\nAda, Okla.\n\nFresno, Calif.\n\nAlbany, N. Y.\n\nGreeley, Colo.\nGreenville, N. C.\n\nBoston, Mass.\nBridgewater, Mass .\n\nCanyon, Tex.\nCape Girardeau, Mo.\nCedar Falls, Iowa\nDe Kalb, Ill.\nDenton, Tex.\nDurant, Okla.\n\nEast Las Vegas, N. Mex.\nEast Radford, Va.\nFarmville, Va.\n\nGunnison, Colo.\nHarrisonburg, Va.\nHattiesburg, Miss .\nHays, Kans.\nHuntington, W. Va.\nKalamazoo, Mich.\nKent, Ohio.\nKirksville, Mo.\nMacomb, Ill.\nMadison , S. D.\n\n"}
{"page": 254, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nNatchitoches, La.\nNormal, Ill .\nOrangeburg, S. C.\nPeru, Nebr.\n\n229\n\nSilver City, N. Mex.\nSpearfish, S. D.\nSpringfield, S. D.\n\nTahlequah, Okla.\n\nPittsburg, Kans.\n\nTerre Haute, Ind.\n\nProvidence, R. I.\nSalem, Mass.\nSan Diego, Calif.\n\nYpsilanti, Mich.\nValdosta, Ga.\n\nSan Marcos, Tex.\n\nWorcester, Mass.\n\nWayne, Nebr.\n\nSanta Barbara, Calif.\nSTATE PUBLIC NORMAL SCHOOLS\n\nArcata, Calif.\nBloomsburg, Pa.\nBluefield, W. Va.\nBowden, Ga.\nBowie, Md.\nBrockport, N. Y.\nBuffalo, N. Y.\nCalifornia, Pa.\nCheney, Wash .\nCullowkee, N. C.\nDanbury, Conn.\nDickinson, N. D.\nDillon, Mont.\nEau Claire, Wis.\nEllendale, N. D.\n\nEllensburg, Wash.\nFairmont, W. Va.\nFitchburg, Mass.\nFlagstaff, Ariz .\n\nFlorence, Ala.\nFrostburg, Md.\nGeneseo, N. Y.\n\nMansfield, Pa.\nMillersville, Pa.\nMilwaukee, Wis.\nMinot, N. D.\n\nMonmouth, Ore.\nMoorhead, Minn .\n\nMorehead, Ky.\nNacogdoches , Tex.\nNewark, N. J.\n\nNew Britain, Conn.\nNew Platz, N. Y.\nOshkosh, Wis .\nOswego, N. Y.\nPlatteville, Wis.\nPlattsburg, N. Y.\nRiver Falls, Wis.\nSan Francisco, Calif.\n\nShepherdstown, W. Va.\nShippensburg, Pa.\n\nSlippery Rock, Pa.\n\nIndiana, Pa.\n\nStatesboro, Ga.\nSt. Cloud, Minn.\nSuperior, Wis.\nTempe, Ariz.\nTrenton, N. J.\n\nKingsville, Tex.\n\nWest Chester, Pa.\n\nKutztown, Pa.\n\nWestfield, Mass .\nWest Liberty, W. Va.\nWillimantic, Conn.\nWinona, Minn.\n\nGorham, Me.\n\nHonolulu, H. I.\n\nLangston, Okla.\nLock Haven, Pa.\nMankato, Minn.\n\nRECENT LEGISLATIVE CAMPAIGNS WAGED FOR TEACHER TENURE\n\nSeveral States reported through their State Teachers' Associations or\n\nthrough one of the members of the Committee of One Hundred on the\nProblem of Teacher Tenure, that in January, 1925, campaigns were being\n\n"}
{"page": 255, "printed_page": null, "text": "230\n\nNATIONAL Education AssociatION\n\nwaged in their State legislatures for teacher tenure. Among the States\n\nreporting legislative campaigns for teacher tenure were : Illinois, Massachusetts, Minnesota, Nevada, New York, Ohio, Oklahoma, Pennsylvania,\nVirginia, and Washington.\nCOURT DECISIONS AFFECTING TEACHER TENURE\n\nSecretaries of State teachers' associations and members of the Committee\n\nof One Hundred on the Problem of Tenure have reported that the courts\n\nof California, Illinois, Minnesota, Yerington ( Lyon County, Nevada),\nNew Jersey, and Massachusetts have rendered decisions affecting teacher\ntenure.\n\nTHE CASE FOR TEACHER TENURE\n\nThe national campaign for teacher tenure requires a full understanding\nof the reasons for tenure on the part of the teachers of the Nation. A great\nmany people, including teachers, make up their minds concerning the merit\nand validity of a measure by rather local personal experiences and happenings with a comparatively small scope of importance. The only fair\nbasis for the consideration of the policy of indefinite or permanent teacher\ntenure is a review of all the evidence that can be gathered showing the\neffect of teacher tenure upon the teaching profession and hence upon the\nschools and upon the children. From the data assembled by the Committee\nof One Hundred of the National Education Association, including evidence from teachers' associations, both State and local, throughout the\nUnited States, from a large body of interested laymen, from State and\nlocal school officials, and from many careful local studies made of this\nsubject, it may be safely stated that indefinite teacher tenure is primarily\nin the interest of the schools and the children. This is sustained by evidence showing that indefinite tenure works in the interest of a more permanent and abler teaching body and that more competent young people are\nthereby attracted to the profession. The principal reasons for a conclusion\nof this kind may be summarized as follows :\n1. Indefinite or permanent tenure tends to decrease teacher turn-over\nand stabilize the profession.\n\n2. It protects the great body of good teachers from political attack and\nfrom dismissal for petty personal and political reasons. Itis in accordance\nwith the American principle of civil service and against a political spoils\nsystem in the schools.\n\n3. A sound tenure law provides for the easy dismissal of incompetent\nor insubordinate teachers where just cause can be shown.\n4. It encourages professional growth and a higher professional standard\nfor all teachers .\n\n5. It tends to attract to the profession able and competent young persons because of increased stability of the profession and better opportunities\nfor a career in teaching.\n\n"}
{"page": 256, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n231\n\nThe evidence supporting these conclusions was presented by the Committee of One Hundred of the National Education Association in its report\nto the Washington meeting of that organization July, 1924, and printed in\nResearch Bulletin of the National Education Association, Vol. II, No. 5,\nNovember, 1924. A summary of the evidence assembled by this committee\nupon the conclusions drawn above is as follows :\n\nTeacher turn-over-The facts brought out by the survey of teacher\ntenure require thoughtful consideration by every teacher and all loyal supporters of America's public school system. The instability of teaching as a\nprofession is only too glaringly shown. Based upon replies direct from all\nState superintendents of public instruction save one, several State-wide\nsurveys by teachers' associations and school officials, and surveys made by\nthe United States Bureau of Education, the facts are brought out that\nteacher turn-over in the several stages ranges from 4 per cent to 47 per\ncent with an average of 16 per cent for the Nation as a whole, that rural\nturn-over within the States themselves runs as high as 68 per cent, that the\naverage tenure of superinendents of schools is three years throughout the\nNation, that the policy of hiring and firing at will prevails in most States\nand is the Nation-wide policy, and that unless special legislation is enacted\ncourts everywhere hold to the one-year contract theory of teacher tenure.\nIn general, the returns from the sources just mentioned show that turnover is less and the profession more stable in States where tenure laws have\nbeen enacted.\n\nPolitical dismissals-Many flagrant cases of political dismissal showing\nattempts to use the school system for purposes of political spoils were\nbrought to light. The following are the essential facts in some of the\nmost important and significant of these :\nThe Portland series of dismissals-\"The public schools suffered from\npolitics and gross favoritism. Injustice was inflicted on many teachers who\nwere dismissed without warning and without even knowng the cause of\ntheir dismissal. No teacher felt secure of her position solely because of\nher efficiency. If her principal or some influential patron who had a\ngrievance complained against her, she had no opportunity to defend herself\nor to disprove the assertion of one whose complaint might be founded on\na trivial matter.\n\n\"The whole teaching corps suffered from the demoralization that such\n\nstate of uncerainty would inevitably cause. The annual election occurred\nso late in the school year that teachers who were not re-elected had scant\nopportunity to secure positions for the next year in other schools. This\nstate of affairs resulted in a subservience in many instances, and efficiency\nsuffered accordingly.\"\n\nChicago-Sixty-eight teachers dismissed without notice, hearing or\ncharges-June, 1916-all teachers with ratings of \"Satisfactory\" and recommended for re-election by the superintendent of schools.\nIllinois sub-committee of Tenure Committee of 100.)\nReported by Oregon sub-committee or Tenure.-Addie Clark, Chairman.\n\n(Report by\n\n"}
{"page": 257, "printed_page": null, "text": "232\n\nNATIONAL EDUCATION ASSOCIATION\n\nDenver- ( 76 teachers discharged; 49 of them with ratings of \"A\" and\n\"B\" on four-point scale.)\n\n\"On June 26, 1915, the Committee on Teachers brought in a report.\nThe schools had been dismissed June 11. At a special meeting of the\nBoard June 29, 1915, the President made the following statement :\n\"\"As a result of the recent report of your Committee on Teachers and\n\nTextbooks, which was adopted by this Board June 26, 1915, eighteen high\nschool teachers and thirty-five elementary teachers, making a total of fiftyone teachers out of a corps of more than a thousand, were not given a\ncontract to teach for the next school year.'\n\n\"In addition there were retired five principals, nineteen elementary\nteachers, six high school teachers, and there were dropped six principals ;\nthere were given contracts on probation to thirty-eight elementary teachers.\nThe quality of forty-nine of these people is indicated above in quotation\n\nfrom Dr. Bobbitt's survey-that is, 49 of 76 had ratings of \"A\" and \"B.\"\nThis occurred on June 26, school having been dismissed June 11, after\nthey had scattered from the Atlantic to the Pacific.\n\n\"The first notice of the action of the Board reached them only through\nalphabetic lists in the newspapers, in which their names would be missing\nunless re-elected.\n\n\"The agony and distress of those humiliated by being placed without\nwarning upon a probation list and the terror of those whose names failed\n\nto appear on the published list caused mental and physical suffering that is\nbeyond comprehension. You can imagine the civic uprising that followed.\"\nSan Diego²- (21 teachers discharged-all with record of \"Satisfactory\".)\n\"A'whispering campaign' was carried on against the superintendent with\nstatements that he was a 'Czar,' that the schools were too expensive, etc. ,\nall of which were without foundation in fact. The economy cry and the\nstatement that the existing Board was executing much important business\nin 'star chamber' sessions aroused the ignorant, and the intelligent people\nof the city were absolutely unaware that this feeling of dissatisfaction had\nachieved such a momentum. In consequence, the better people 'let George\ndo it' when it came to voting, and a majority of the Board was elected who\nwere specifically pledged to oust the superintendent at the end of the following year when his term expired.\n\n\"The first step was to disregard the superintendent's recommendations\nin the employment of teachers and vacancies were filled with teachers who\nwere without necessary qualifications, merely because they would support\nthe new Board. Janitors, carpenters-henchmen of any and every sortwere placed in jobs as fast as they could be created or as vacancies occurred. The purchasing of school supplies, insurance, etc., was immediately parcelled out to friends of the majority members of the Board. Dis\n1Reported by Dr. W. R. Smiley, care Board of Education, Denver, Colo.\nReported by H. O. Welty, Principal, Technical High School, Oakland, California.\n\n"}
{"page": 258, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n233\n\ngruntled janitors recommended the retaining or discharge of teachers in\nsome of the buildings, and the superintendent, within a few months, became only a figurehead. The committees in the Board took over, in a\nvery large degree, the executive work of the superintendent, and at the\nend of the first year, when the superintendent's twelfth year of service\n\nterminated, every principal and teacher who had stood squarely and publicly by him were slated for dismissal on the charge that they had been\n'friends of the superintendent' and therefore should be discharged in order\nto rid the school system of his influence. The principal of the high school\nand twenty high school teachers, the very cream of the high school faculty, were discharged in one motion.\"\n\nIn addition to these outstanding cases, it may be safely said that in every\nState there are numerous cases of dismissal of teachers for petty personal\nreasons either on the part of administrative authorities or boards of trustees\n\nin small town and country school districts. Where the right to \"hire and\nfire\" in an unlimited way exists, there can be no guarantee that merit will\nbe the basis for either hiring or the retention of teachers. Every administrator knows the personal and political pressure that is continually brought\n\nto bear for the placing of friends of persons who have large prestige, personal influence, and political power. Every administrator also knows the\nease with which a personal grudge can result in the dismissal of a teacher,\nnot because of professional failure, but because of the dislike of some one\nwith political power or in high authority. The cases cited above are indicative of a general trend of policy which is not only possible, but which\nactually does exist where there is no tenure regulation. A tenure law\nmay occasionally protect a teacher or even a group of teachers who are\nincompetent and who ought to be dismissed and keep them in office longer\nthan they ought to be kept, but where one such case exists in the protection\nof an incompetent teacher, there are dozens of cases where teachers are\ndischarged for other reasons than failure to teach well and where political\nappointees are placed in a school system, not because they are good teachers,\nbut because they have friends with influence. The most dangerous threat\nto the American public schools today is the threat of powerful political\n\ngroups to attack and control them, not in the interest of the children, but\ninthe interest of political machines that operate for spoils purposes. Every\nAmerican parent would prefer to have his child in a school system in which\noccasionally an incompetent teacher or superannuated teacher might be\nkept in the schools through tenure, rather than to submit the child to a\nschool system where political appointment and dismissal for spoils purthe either\nrule. State-wide or\nposes\nandtenure\nin thelaws\ninterest\nof well-Eleven\na political machine\nState\nwork\nStatesare\nhave\npartial tenure at the present time, and campaigns are in progress in eleven\nadditional States for either the amendment or the enactment of tenure\n\nlaws. The tabulation of the States having tenure laws follows. In addition numerous cities in the several States have local tenure regulations\nwhich protect the teaching bodies of some of the larger cities.\n\n"}
{"page": 259, "printed_page": null, "text": "234\n\nNATIONAL EDUCATION AssociatION\n\nSTATES HAVING TENURE LAWS\n\nCalifornia-applicable to districts with eight or more teachers. Enacted\n1921 .\n\nColorado-applicable to districts with 20,000 or more inhabitants-Denver, Pueblo, and Colorado Springs. Enacted 1921 .\nIllinois-applicable to any district with 100,000 or more inhabitantsChicago only. Enacted 1919.\nLouisiana-applicable to New Orleans only.\nMaryland-applicable to all districts except Baltimore. Enacted 1921 .\nMassachusetts--applicable to entire State except Boston. Enacted 1914.\nMontana-application unqualified. Enacted 1919.\nNew Jersey-application unqualified. Enacted 1910.\nNew York-application unqualified. Enacted 1917.\nOregon-applicable to districts with 20,000 or more inhabitants-Portland only. Enacted 1913.\nWisconsin-cities of first class-Milwaukee.\n\nEnacted 1921 .\n\nThe State of New Jersey has had a tenure law since 1910. The operation of this excellent tenure law over a period of fifteen years is the\nbest testimony that tenure is a stimulation to professional growth. Next\n\nto California, New Jersey has the ranking school system of all the States\nof the Nation as adjudged by the most competent critics and the highest\nrecognized standards. The teaching profession has gone forward under\nable leadership to develop for itself a system of professional advancement.\nThe teacher turn-over of New Jersey is comparatively low. High standards of qualifications are maintained. A progressive teacher organization\nhas continually fought for high professional standards and for the maintenance of the tenure law. In Massachusetts and Maryland similar results are to be observed. In all these States it is to be noted that professional progress is marked, that the good teachers are protected and that\nincompetents can be and are decreased. In New Jersey, out of thirty-three\ncases of dismissal of teachers appealed to the Commissioner of Education\nand the Supreme Court of the State during the operation of the tenure\nlaw, sixteen were in favor of the board of education which sought to dismiss the teacher, fifteen were in favor of the teacher, and two were undecided at the time the data were gathered. This is pointed evidence as\nto the proper operation of a sound tenure law in eliminating the unfit.\nAs we are all well aware, the California school system ranks among the\nfirst school systems of the several States of the Union. For four years California has had what may be regarded as a fairly satisfactory tenure law.\nPrevious to that considerable protection was afforded by the same type\nof law that is now called a tenure law in the State of Montana.\n\nThe\n\nschool system of California has been benefited without question by the operation of this law. Virtually one half of the teaching profession of the\nState, namely, the teaching profession in the larger cities, has been protected by the law and has been stabilized thereby. The rating of the\n\n"}
{"page": 260, "printed_page": null, "text": "235\n\nREPORTS OF COMMITTEES\n\nCalifornia school system has not been lessened but increased during the\noperation of the more recent and stricter measure. In the meanwhile,\nprofessional standards have grown with great rapidity. In the opinion of\nthis committee the evidence is unmistakable that State teaching bodies\n\nwhere protected by a sound yet vigorous law tend to develop higher standards of professional advancement than the unstable teaching bodies which\nare subject to political attack and where dismissals for personal and political reasons are the prevalent practice.\n\nTenure provisions in foreign countries-Teachers in the educational\nsystems in European countries where a high degree of school development\nhas taken place are much more completely protected by tenure than are\nthe teachers of the United States. A few months ago the Research Division of the National Education Association published a table showing\nthe rank of the various European countries and the United States in per-\n\ncentage of illiteracy of the total population. The table¹ is as follows :\nPer cent\n\nCountry\n\nof Illiteracy\n\nGermany\n\n.2\n\nDenmark\nSwitzerland\n\n.5\n\nNetherlands\n\n.2\n\n.6\n\nNorway\n\n1.0\n\nSweden\n\n1.0\n\nScotland\n\n1.6\n\nEngland and Wales .\n\n1.8\n\nFrance\n\n4.9\n\nUnited States\n\n6.0\n\nAt the suggestion of the Committee of One Hundred on the Problem\nof Tenure, the following questions were presented by the Research Division\nof the National Education Association to the embassies of each of these\n\ncountries at Washington :\n1. Who appoints teachers in the schools of your country that are supported\nwholly or principally through public taxation ?\n2. Are such teachers reappointed at regular intervals, such as once every year,\nor are they appointed to a position for an indefinite period so long as they give\nsatisfactory service ?\n3. For what causes may a teacher be removed from his position?\n\n4. What difference is there in the regulation affecting the appointment and\ntenure of teachers and those affecting the appointment and tenure of supervisory\nor executive officials in the schools of your country ?\n\nThe replies received from the various countries are tabulated on the\nnext page.\n\nFrom these data it is evident that indefinite teacher tenure with service\n\nduring efficiency and good behavior is practically universal in the best\nschool systems of Europe. No such policy as the \"hire-and-fire\" practice.\ncommon in many of our States, exists. Neither is there such a thing as\nFrom Research Bulletin of the National Education Association , Vol. 1, No. 4, September ,\n1922.\n\n"}
{"page": 261, "printed_page": null, "text": "236\n\nNATIONAL EDUCATION ASSOCIATION\n\nSUMMARY OF PRACTICES IN FOREIGN COUNTRIES\n\nAre Executives and\nDismissal\n\nTenure\n\nSupervisory Officers\nincluded?\n\nGermany\n\nLife\n\nFor cause\n\nYes\n\nAge retirement\nDenmark .\n\nIndefinite during For cause\nsatisfactory serv- Age retirement\nice, except in\nwinter\n\nNo data\n\ncountry\n\nschools\nDiffers in the several cantons\n\nFor cause\n\nNetherlands\n\nIndefinite\n\nFor cause\n\nApparently\n\nFinland\n\nUnlimited after two\n\nFor cause\n\nYes\n\nSwitzerland\n\nNo data\n\n(Seldom occurs)\nincluded\n\nyears' probation Inefficiency\n\nafter\n\nwarning - crime\n\nor immorality\nwithout warning\nNorway\n\nIndefinite during For cause\nsatisfactory serv- Age retirement\n\nYes\n\nice\nSweden\n\nIndefinite after pro- For\n\ncause\n\nbation\n\nwarning\n\nIndefinite\n\nFor cause\n\nafter No data\nwith\n\nright of appeal\nGreat Britain\n\nYes\n\nAge retirement\nFrance\n\nIndefinite during For cause\nrare\nsatisfactory serv-\n\ncases\n\nYes\n\nice\n\na \"yearly contract\" plan of election for teachers. The profession in these\nrespective countries in which illiteracy is very nearly abolished seems to\nbe upon a very stable basis. It is to be noted that age retirement with\npension seems almost universal; also that no distinction is made between\nexecutives, and supervisors, and teachers in tenure and dismissal provisions .\nSummary of argument-The argument for teacher tenure, then, is not\nmerely the plea of teachers who feel they have been wronged, nor of groups\nof incompetents who are seeking to protect themselves in positions for which\n\nthey are not fitted, nor yet of the militant body of a class conscious trade\nor professional group of workers. It is rather a necessity based upon the\nneed of the American school system for a teaching profession which will\n\ncall to its ranks the outstanding genius and leadership of American youth .\nIt is the insistent demand of the most expert students of teaching conditions in the United States for the protection of the schools from the gravest\n\n"}
{"page": 262, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n237\n\nattack which threatens a public institution spending large amounts of\nmoney and affording the most fertile field for political exploitation.\nIt is the plea of the American ideal of a public school system which will\nadequately meet the requirements of young America for a full and com-\n\nplete preparation for useful and happy living in a democratic society,\npreparation for which should come through the leadership of the best type\nof manhood and womanhood which America can produce as the teachers\nand guides of its youth.\nIt is the children and the schools of America that ask for a stable and\n\nprofessional teaching body for our American school system.\n\nREPORT OF COMMITTEE ON STANDARDS, REQUIREMENTS, AND CREDITS OF TEACHERS IN\nSERVICE\n\nJOSEPH ROSIER, PRESIDENT, FAIRMONT STATE NORMAL SCHOOL, FAIRMONT, WEST VIRGINIA, CHAIRMAN\n\nThis committee having been appointed after the middle of the present\nschool year has not deemed it advisable to undertake any widespread\nstudy and investigation of the problems which it has been asked to solve\nfor the purpose of making a report at this meeting. A preliminary conference of a group of the members of the committee was held at Cincinnati.\nThe chairman has also had a brief conference with the president and the\nSecretary of the Association concerning the work which they had in mind\nfor the committee.\n\nIt is felt that the situations to be dealt with by this committee involve\n\nthe interest and welfare of the mass of elementary and high school teachers\nin the country and the normal schools and teachers' colleges where most\nof them receive their special training and preparation for their work.\nFor this reason, the personnel of the committee has been made up largely\nof representatives from the classroom teachers of the country and those\nwho have a part in formulating the policies of the teacher-training institutions.\n\nThere has been in recent years a national movement for raising the professional standards of teaching. Many State legislatures have enacted\nlaws fixing both academic attainments and the professional requirements for\nthose who are to be certificated for teaching in the public schools. Until\nrecent years the great majority of the elementary teachers of the country\nhas been certificated on a basis of formal examinations given under the\nauspices of State departments of schools and municipal and local educational bodies. Under that system salaries were fixed on a basis of the grade\nof certificate which had been secured by the teacher in the examination\ntaken. It came about that the primary emphasis during that period was\n\n"}
{"page": 263, "printed_page": null, "text": "238\n\nNATIONAL EDUCATION ASSOCIATION\n\nplaced upon the passing of examinations in subjects prescribed by State\nlegislatures and not upon any record of school training either in general\nacademic courses or in those courses designed especially for the training\nof teachers. Within the last twenty years a widespread change has taken\nplace. The formal examinations for teachers, as formerly conducted by\n\nvarious educational authorities, have gradually disappeared, and in their\nplace has grown up the plan of certificating teachers for both elementary\nand high school work on a basis of work done in normal schools, teachers'\ncolleges, and universities. With this development has come legislative\nenactments in many States which require all elementary teachers to reach\ncertain academic and professional standards as measured by the completion\nof courses in educational institutions within certain fixed periods.\nThis creates no difficult administrative problems as far as new teachers\nare concerned. The standard generally fixed for elementary teachers is\na four-year high school course and two years of work in a normal school or\nteachers' college, and for high school teachers, graduation from a standard\nfour-year college course with a certain number of credits in so-called professional subjects selected for the purpose of giving the teacher some special\nknowledge of educational work. Young men and women who graduate\nfrom our high schools, which exist in increasingly large numbers in all parts\nof the country, and who have practically free admission to the State-supported teacher-training institutions, can easily meet these requirements.\nThe first difficulty in this general movement for the raising of professional standards is found in the deficiencies in academic and professional\nschooling of a great mass of elementary teachers in all parts of the country\nwho started their teaching work years ago and who were certificated under\nthe examination system. Many of these had no high school advantages in\n\ntheir youth but made the best use of the opportunities which they did have.\nIn their teaching work many of them have proved incompetent and inefficient and discontinued teaching or have been unable to continue because of\ntheir inability to secure positions. Many others, however, have shown commendable energy and have been careful students and have made growth and\nprogress in all of those qualities that are desired in more efficient teachers.\nBecause of their efficiency and honest devotion they have been employed and\ntheir services are appreciated by the public.\nThis modern movement, however, has brought a certain measure of embarrassment upon them because they are not able to show by the records\nthat they can meet the academic and professional standards fixed for the\nyoung men and women that are going into the profession today. There is\na widespread feeling throughout the country that it would be a distinct loss\nto the cause of elementary education for statutes to be enacted and standards to be set up that would result in eliminating from the teaching service these men and women of long years and successful experience. Many\nof them have brought their attainments up to the new standard by attend\ning summer schools and carrying on extension and correspondence work.\nMany others find it impracticable or impossible to carry on this sort of\n\n"}
{"page": 264, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n239\n\nwork, with the result that they are not considered as applicants for positions\nin the more modern school systems and even in those localities where they\n\nmay be employed they are paid salaries below those teachers who have met\nthe recent academic and professional requirements. This creates a good\n\ndeal of dissatisfaction among large groups of taxpayers who feel that the\nservices of these older and more experienced teachers are more valuable\nto the community than are those of the younger element who have met\n\nall the academic and professional standards but lack the maturity and\nwisdom that are needed for the highest efficiency in educational work.\nAmong those of us who stand for a higher standard of professional preparation for teaching there can be nothing but condemnation for any movement which would retard the growth and development of the teaching\nprofession. While we stand firmly in this position, we must not overlook\nthe fact that the public with which we deal takes a practical view of the\nmatter of teaching service and this public cannot always understand why\nthe professional standing and prestige of a teacher of long service should\nbe discounted while a new high school and normal school graduate with\nno philosophic outlook on life and no very definite professional aims should\nbe given higher recognition in positions and in salary. The chairman desires to say that in one State with which he is best acquainted a serious\neducational reaction in a recent legislature was narrowly averted and one\nof the causes was found in dissatisfaction among public school patrons who\nhappened to be members of the legislature, with the movement of recent\nyears to place teachers who have complied with the modern academic and\nprofessional requirements in a place of advantage in regard to positions and\nsalaries.\n\nThe chairman is also informed from other sources that there is\n\ndissatisfaction in many parts of the country with the practical operation\nof the laws designed to raise the standards of teaching on account of burdensome requirements of teachers in service.\n\nThe problem of teacher-training institutions and administrative authorities seems to be one of getting an adjustment which will fix the highest\npossible standards for all new teachers coming into the profession and\nwhich will provide some flexible means by which men and women of long\nservice but lacking records of normal school credits may be saved to the\nteaching service in such a way that they will not feel discredited or humiliated while working in association with the younger members of the profession. This commttee proposes to gather information concerning the practice in dealing with this problem in all of the States of the Union. It is our\nplan to find out on what basis teachers are certificated with a practical study\nof all certification for elementary and high school teaching that is based\nupon school credits. This will involve a consideration of the whole movement for the improvement of teachers in service through the reading circle\ncourse, correspondence work, extension classes, and summer school attendance.\nIt must also deal with the problem of measuring growth and improvement of teachers through experience. It has already been discovered\nthat there is a decided aversion in all academic and teacher-training circles\n\n"}
{"page": 265, "printed_page": null, "text": "240\n\nNATIONAL EDUCATION AssociatION\n\nto attempts to solve this problem. In most places, it has been solved by\navoiding it. In some few institutions and States there are legislative enact-\n\nments and State board regulations which give some recognition in the way\nof salary increases and professional advancement to teachers on a basis of\n\nexperience. In some other places, there are State requirements making\nit obligatory for normal schools to accept for credit work done in teachers'\nreading circles under the auspices of State departments of schools. We\nrealize that there are many difficult problems connected with all of this\n\nmodern movement for the advancement of the teaching profession, and\nthe President of the Association has indicated to the chairman that he feels\n\nthat the questions which are here raised must be very generally met by the\nnormal schools and teachers' colleges of the country and that they must\nbe dealt with in a fair and liberal manner. The chairman is of the opinion\nthat any movement for advancing the profession of teaching which creates\na spirit of reaction among those to be served will, in the long run, retard\nrather than develop the profession.\nAnother problem which has appeared in connection with this proposed\nstudy is the almost universal movement among administrative authorities\nin the country to impose various requirements upon teachers in the service\nfor continuing professional growth. It is quite generally expected that\npractically all those engaged in the work of teaching ought to continue\ntheir growth without compulsion, and it is also felt that, when teachers in\nany school system or educational institution do not, of their own accord,\nchoose to continue their professional advancement, those in authority\nmay properly fix certain requirements in the way of professional study or\nschool attendance. This committee proposes to make a nation-wide study\nof what is being required of teachers in the service in the States and in the\nlarger city school systems where teachers who have entered the service\nhave already met the standards generally fixed, but who are still required\nto continue their studies. The chairman has been informed by those who\nhave given some study to this situation that there is a general feeling among\nteachers in the country that such requirements are becoming onerous and,\non the other hand, that when they enter our teachers' colleges and universities for degrees, this work which has been done under the direction of administrative authorities receives no recognition in the way of\ncredit. There is a feeling that in some way there ought to be a closer correlation between the courses of training in our teachers' colleges and the\neducational studies and investigations which are carried on by teachers in\n\ndifferent parts of the country under the direction of administrative authorities. This committee proposes to gather data from different parts of the\ncountry concerning the requirements in the way of educational investigation and study that are being made of teachers in the service. It proposes\nalso to find out whether the teachers' colleges and universities of the coun-\n\ntry are giving any recognition to this sort of work in the way of school\ncredit when teachers doing such work in these institutions are candidates\nfor advanced degrees.\n\n"}
{"page": 266, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n241\n\nSince it appears that teachers in nearly all of the States in the Union are\n\ncertificated on a basis of school credits, this committee proposes to make a\nbroad study of the systems of credits that prevail in the different States.\nYour chairman, as the head of a teacher-training institution, has had considerable contact in recent years with different State departments of education concerning the certification of the credits of his institution. He finds\nthat this is a problem with which the head of practically every large teachertraining institution must deal. The little investigation which has been made\nshows that there is slight uniformity in the system of credits in use in different parts of the country and that much injustice grows out of the application of the laws of certification as they operate with teachers who leave their\nnative States. The chairman of this committee believes that a wide study\nof the plans used in the States of the Union for certificating teachers who\nare not residents of the State, but who have met the standard requirements\nof the States where they were residents, and have been certificated by their\nown State departments, should be made. The chairman of the committee\nhas just briefly indicated a few of the main problems which should be\nstudied and about which information should be gathered. No doubt information on many related problems will also accumulate as the main\nstudies are pursued. It is the opinion of the chairman that the work of the\ncommittee should be confined mainly to a wide study of the problems\nwhich have been indicated. For this purpose it is recommended that the\ncommittee be continued for the coming year.\n\nTHE COMMITTEE ON ETHICS OF THE PROFESSION\nSARAH T. MUIR, LINCOLN HIGH SCHOOL, LINCOLN , NEBRASKA\nCHAIRMAN\n\nTo fortify those teachers who already have a professional code of ethics\nand who live by it; to furnish a touchstone for those not yet sure of their\nstandard; to inform society what teachers themselves consider to be suitable\nrules of conduct for those who teach; these seem principles of sufficient\nweight to justify the president, Jesse H. Newlon, in his appointment of\na committee of fifty-six to formulate a code of ethics for the National\nEducation Association.\n\nThere are some persons who believe that no codes are of any avail, some\nwho feel that teachers especially must be guided by some inner light. The\n\nlatter argue that to put into cold type standards of conduct is beneath the\ndignity of a real teacher. One member of the committee after consulting\nwith a number of \"hard-headed, experienced members of the faculty\" had\na response sufficient to deter her from any attempt at the formation of a\ncode. She wrote this as her conclusion, \"A personal code is the only one\nthat functions as a corrective, and such a code is developed from withinall others are dead.\"\n\n"}
{"page": 267, "printed_page": null, "text": "242\n\nNATIONAL EDUCATION ASSOCIATION\n\nThis feeling may be held to a considerable extent among teachers. If\nsuch a situation exists, it would seem that one of the duties of this committee is to show that:\n\n1. Having a lofty personal code oneself does not insure that every\nteacher can be counted on to be actuated by similarly high sources of action,\nand the profession is judged by all and not by the majority of its members.\n2. Those lay members of the educational army-school and college\n\nboard members-may not, by reason of their choice from various callings\nnot remotely concerned with teaching, be capable of understanding an unwritten code.\n\n3. The community may not be in position to appreciate standards of\nconduct which it does not understand, but will help to enforce moral laws\nwhen it does understand them.\n\n4. That so much talk has been expended of late in directing teachers\nto \"sell their wares\" that niceties of professional decorum are likely to\nfall into decay in the coming crop of new teachers. The best advertiser\nmay pass for the best teacher.\nThere is good tradition behind the formation of codes in both professions\nand trades. Every one knows the stern rules which for centuries have\nbound the physician. The legal code is recognized and respected. Of late,\none reads increasingly of the journalist's code. Half a dozen recent attempts by newspapers to segregate or to minimize crime news is one of the\npractical outcomes of a desire to lift the level of the dailies and of their\nreaders .\n\nThat the mass of teachers are beginning to feel a desire and need for a\nformulated code is evidenced by the considerable number of State codes\nnow in print. These are being examined by members of this committee.\nGranting that a code of some sort is needed, what shall be its nature ?\nShould it be definite or inspirational ? Members of the committee rather\nlean to the drawing up of concrete, tangible guides to conduct. An admirable book which I have at hand by Edgar L. Heermance, prints in full a\nwide variety of codes from all manner of professions and trades. These\nusually include a list of acts deemed unprofessional by the members of the\nassociation concerned. A somewhat unexpected degree of exactness is to\nbe found in the code of the national association of hat manufacturers.\n\nUnder the sub-title, \"Rules of Conduct to Cover Certain Well-Known\nViolations of Ethical Practice,\" occurs this statement: \"We deplore\npractices of certain concerns and their salesmen who offer bootleg liquor\nto their customers and urge the discontinuance of this practice.\"\nIt is presumed that nothing so modern or so specific as bootleg whiskey\nneed figure in the contemplated teachers' code, but should it be merely\n\nwhat is commonly called \"inspirational\" ? Is it not entirely probable\nthat one of the great puzzles of our day-namely, financing educationmay be due to these lofty, intangible visions which comfort the taxpayer, because they let him believe that teachers expect no reward except that of\nduty well done?\n\n"}
{"page": 268, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n243\n\nI must confess to a little skepticism about the honesty of the prayer of\nthe Virginia State teachers who make this their first pledge of faith :\n\"if our lives are to be immortal here and count in the great contests of the\nfuture, it must be so, it can be so, only through our pupils.\" Can it be\na pedagogical sin to be a definite personality in and of oneself ?\nIs not some such statement as that which appears in the Michigan code\nsalutary because of its definiteness? \"It is unprofessional for a teacher\nto sign a yearly contract to teach for a wage that is not sufficient to cover\nliving expenses for twelve months.\" The Pennsylvania code is more\nspecific in its wage demand even than this, but it is not so caustic.\nNumerous teachers' codes speak of commissions of professional ethics\noperative under State associations. Before this tribunal are brought offenders.\nHow practicable this is the committee has as yet taken no steps to determine. A considerable number of illustrations of violations of good\nethics came from the members. A number deplored the lack of such a\ncommission. Is a judgment seat a necessary concomitant of the formation of\na code ? If so, will it have arms to reach out for all offenders-laymen as\nwell as members of the profession ?\nHaving sketched in thus roughly the field which this committee has not\nas yet begun to till, some details of procedure seem to be in order. The\nplan for the future, as suggested by the members scattered over the continent, includes the study of all available codes of groups within and without the teaching profession. The national code, to be drawn up in rough\nshape, will be submitted to selected persons and groups-teachers' organizations, members of Rotary Clubs and of school boards, professional men\nwith well-established codes, and, perhaps, tradesmen. It is hoped that at\nlast a form will be evolved which adequately expresses the beliefs of the\n...\n\nreal teacher.\n\nThe chairman of this committee who was delayed in starting work\ntakes now the opportunity of thanking the members who responded with\ngenerous offerings and suggestions to a letter sent out only last month .\n\nThe answers were so filled with suggestions, material, and expert testimony\nthat it seems reasonable to promise a more nearly complete report in the\nfuture.\n\n"}
{"page": 269, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n244\n\nREPORT OF THE LEGISLATIVE COMMISSION\nGEORGE\n\nD.\n\nSTRAYER,\n\nPROFESSOR\n\nOF\n\nEDUCATIONAL\n\nADMINISTRATION\n\nTEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN\n\nThe Legislative Commission was authorized at the Salt Lake City meeting in 1920 to promote the bill outlined by the Committee on the Emergency in Education, which had been appointed in March, 1918. The\nCommission has been reappointed regularly since and is in charge of the\nAssociation's legislative program. For its reports, see Proceedings 1921 :\n159-163 ; 1922 : 305-12 ; 1923 : 397-99; 1924: 254-65; text of Education\nBill, 1924 : 1033-40; text of New Education Bill, see index of this volume.\n\nYour Legislative Commission worked most earnestly during the last\nsession of Congress to have the Education Bill, then pending, reported out\nby the committees of the House and of the Senate. The Legislative Secretary of the National Education Association, Miss Charl Ormond Williams, obtained the active coöperation of the representatives of twenty-one\nother national organizations supporting the measure. Even with their\ncombined interest and support, it was not possible to secure action by Congress. That we were not able to get a report from either committee throws\nconsiderable light upon the present legislative situation. In view of this\nsituation, the Commission voted at a meeting held in Cincinnati in February to propose a Bill creating a Department of Education, but omitting\nappropriations other than those necessary for carrying on the work of the\nDepartment.\n\nAbill for the reorganization of executive departments was before Congress at its last session, but it was not acted upon. This bill provided for\nthe creation of a Department of Education and Relief. According to the\nterms of the bill, this department was to include the activities of the Federal Government in the field of education, health, and veteran relief. Had\nit been passed, it might reasonably have been proposed that progress had been\nmade in the direction of establishing a Department of Education. However, members of the Legislative Commission and our legislative representativemade clear to the leaders in the Senate and in the House of Representatives that we would work for the separation of education from the Department of Education and Relief should the bill creating this department become a law.\n\nIt would be unfortunate to have education included in a department\nwhich had the responsibility for veteran relief. This governmental activity\n\nwould, of necessity, absorb the time and attention as well as an overwhelmingly large proportion of whatever money might be devoted to the proposed department. It would seem almost inevitable that such a department\nshould be primarily a department of pensions and relief and only secondarily of education and health. The fact that Congress did not pass the bill\nto reorganize executive departments leaves us in a situation in which it\nseems entirely reasonable to propose the creation of a Department of Education without reference to the reorganization plan.\n\n"}
{"page": 270, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n245\n\nAt the meeting of the Legislative Commission held in Cincinnati in\nFebruary, the chairman was authorized to invite members of the Commis-\n\nsion and other educators interested in the creation of a Department of\nEducation to meet in Washington at an early date in order to prepare the\ndraft of a bill to create a Department of Education and to provide adequate\nsupport for its work. This conference met at the headquarters of the\nNational Education Association in Washington on March 7. There were\nin attendance members of the Legislative Commission and others, some of\nwhom had been opposed to the appropriation feature of the bill which we\nhave been supporting. As a result of their deliberations, a bill was drafted\nwhich has been submitted to members of the profession and to laymen\ninterested in the creation of a Department of Education throughout the\ncountry.\n\nA special conference of State and city superintendents of schools, normal\nschool and college presidents, teachers and principals of schools and others\ninterested in the Education Bill was held on Monday, May 25. As a result of the deliberations of this group, a tentative draft of a bill has been\nprepared and is before you for consideration.\nYour Legislative Commission is convinced that in the bill to be presented\nbefore the next session of Congress, emphasis should be placed upon the\nfunction of the Department of Education as an agency for the conducting\nof investigations and for the dissemination of information. A department\ndeveloped along these lines is in accord with the position of the President\nof the United States as expressed in his address before the National Educa-\n\ntion Association at its meeting last July. It will be recalled that at that\ntime he proposed that, \"The cause of education has been regarded as so\nimportant and so preeminently an American cause that the National Government has sought to encourage it, scientifically to investigate its needs,\nand to furnish information and advice for its constant advancement. Pend-.\n\ning before Congress is the report of a committee which proposes to establish\na Department of Education and Relief to be presided over by a cabinet\n\nofficer. Bearing in mind that this does not mean any interference with\nlocal control, but is rather an attempt to recognize and dignify the importance of educational effort, such proposal has my hearty endorsement\nand support.\"\nWe hope that the President and the Congress of the United States may\nbe willing to recognize education and to give it a place in the councils of\n\nthe Nation, such as is already enjoyed by agriculture, labor, and commerce.\nThese welfare departments of our National Government are primarily concerned with scientific investigation and with the dissemination of the re-\n\nsults of such inquiries. Surely, education is not less significant to the life\nof the Nation, nor less worthy of recognition in the cabinet of the President .\nYour Commission proposes, as well, that in the creation of the Department of Education adequate funds be provided for the conduct of the work\nwhich should be undertaken. A careful study of the cost of investigations\nundertaken on a nation-wide basis, together with the supposition that the\n\n"}
{"page": 271, "printed_page": null, "text": "246\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhole field of education should be covered during a period not to exceed\n\nten years, leads us to recommend that an appropriation of $ 1,500,000\nannually be made for the work of the department. This sum is in addition\n\nto moneys now available to the U. S. Bureau of Education and to other\n\ndivisions of the Government which may be transferred to the Department\nof Education. The amount of money that it is proposed to appropriate is\n\nextremely small in relation to the results which may be legitimately hoped\nfor as a result of the investigations undertaken by the Department. In\nthe field of school building alone, it is apparent to one acquainted with the\npresent situation in the United States that tens of millions of dollars could\n\nbe saved were the result of adequate investigations concerning the planning\nand construction of school buildings made available to boards of education\nthroughout the nation. In the organization of schools and in the classifica-\n\ncation of pupils, inquiries undertaken on a national scale would make possible to local communities, and even more significantly to the pupils enrolled in our schools, savings that would amount in any one year to many\ntimes the total charge for the work of the department. In like manner,\ninvestigations having to do with the financing of education, the development of courses of study and curricula which would more adequately prepare children for participation in our modern social life, present possibilities of saving and of adding to the assets of the community of amounts\nthat are so large as to be almost impossible of estimate.\nThe Legislative Commission is convinced that the program which we are\nproposing is worthy of the support of every member of our profession.\nThe bill which will be presented to Congress will ask that in creating a\nDepartment of Education, the Nation recognize the unsurpassed importance of education in our national life. In proposing support for investigation, we are asking that the National Government make it possible for all\nof us, wherever we work, to render more efficient service. Our appeal is\nan unselfish one. We know that we will have the cordial coöperation\nand support of large bodies of laymen. We hope that it may be possible\nto bring the matter so clearly to the attention of Congress that action will\nbe taken by that body with the conviction that to carry into effect our proposals is to promote the general welfare.\nA tentative draft of the Education Bill as presented at Indianapolis,\nIndiana, July 2, 1925, follows :\nA PROPOSAL FOR A BILL\n\nTo create a Department of Education and for other purposes .\nBe it enacted by the Senate and House of Representatives of the United States\nof America in Congress assembled, That there is established at the seat of Government an executive department to be known as the Department of Education, which\n\nshall be under the control and direction of a Secretary of Education to be appointed\nby the President, by and with the advice and consent of the Senate. Section 158\nof the Revised Statutes is amended to include the Department of Education and the\n\nprovisions of Title IV of the Revised Statutes, including all amendments thereto.\nshall be applicable to the department. The Secretary of Education shall cause a\nseal of office to be made for the Department of Education of such device as the\n\nPresident shall approve, and judicial notice shall be taken thereof.\n\n"}
{"page": 272, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n247\n\nSEC. 2. There shall be in the Department of Education an Assistant Secretary\nof Education, to be appointed by the President, and to receive a salary of $10,000.\nper annum. The Assistant Secretary shall perform such duties as may be prescribed by the Secretary of Education or required by law. There shall also be\n\na solicitor, a chief clerk, and a disbursing clerk, and such chiefs of bureaus and\nsuch scientific, technical, and clerical assistants as may be necessary to carry out\nthe provisions of this Act and as may be provided for by Congress from time\nto time.\n\nSEC. 3. ( a) The Bureau of Education and all pertaining thereto is transferred\nfrom the Department of the Interior to the Department of Education.\n(b) The office of Commissioner of Education is abolished, and the authority,\n\npowers, and duties heretofore conferred and imposed by law upon the Commissioner of Education shall be exercised and performed by the Secretary of Education.\n(c) The Federal Board for Vocational Education is transferred to the Depart-\n\nment of Education, and all the authority, powers, and duties heretofore conferred\nor imposed by law upon the Federal Board for Vocational Education shall be\nexercised and performed by the Board as a division of the Department of Education.\n\nThe Assistant Secretary of Education shall be ex-officio a director of the\n\nVocational Education and ex officio chairman of said Board.\n\n(d) The authority, powers, and duties conferred and imposed by law upon the\nSecretary of the Interior with relation to the Columbia Institution for the Deaf and\n\nHoward University, shall be exercised and performed by the Secretary of Education. The Assistant Secretary of Education shall be ex officio a director of the\nColumbia Institution for the Deaf, in addition to the directors whose appointment\nhas heretofore been provided by law.\n\nSEC. 4 ( a) Except as otherwise provided by this Act, all authority, powers, and\nduties held, exercised, and performed by the head of any executive department in\nand over any bureau, office, or branch of the Government which is by this Act\n\ntransferred to the Department of Education, or which is abolished by this Act\nand its authority, powers, and duties transferred to the Department of Education,\nor in and over any business arising therefrom or pertaining thereto, or in relation\nto the duties performed by and authority conferred by law upon such bureau,\noffice, or branch of the Government, whether of an appellate or revisory character\n\nor otherwise, shall be vested in and exercised and performed by the Secretary of\nEducation.\n\n(b) All orders, rules, regulations, and permits or other privileges, which have\nbeen issued or granted by any bureau, office, or branch of the Government which\nis transferred under the provisions of this Act to the Department of Education, or\nwhich is abolished and its authority, powers, and duties transferred to the Department of Education, and which are in effect at the time of the transfer, shall,\nafter the transfer, so far as they are not in conflict with the provisions of this\nAct, continue in effect to the same extent as if the transfer had not occurred, until\n\nmodified, superseded, or repealed by the Secretary of Education.\nSEC. 5. All officers, clerks, and employees employed in or by any office, bureau,\nor branch of the Government, transferred in accordance with the provisions of\nthis Act to the Department of Education, are each and all transferred to the\nDepartment of Education without change in classification or compensation ; and\nthe office records and papers on file pertaining exclusively to the business of any\nsuch office, bureau, or branch of the Government so transferred, together with the\nfurniture and equipment thereof, are transferred to the Department of Education.\nSEC. 6. The Secretary of Education shall have charge in the buildings and\n\npremises occupied by or assigned to the Department of Education, of the library,\nfurniture, fixtures, records, and other property pertaining to the Department or\nhereafter acquired for use in its business. Until other quarters are provided, the\n\nDepartment of Education may occupy the buildings and premises occupied by\nthe bureaus, offices, and branches of the Government which are by this Act transferred to or included in the Department of Education.\n\n"}
{"page": 273, "printed_page": null, "text": "248\n\nNATIONAL EDUCATION ASSOCIATION\n\nSEC. 7. In order to coördinate the educational activities carried on by the several\nexecutive departments, and to devise ways and means of improving the educational\n\nwork of the Federal Government, there is hereby created The Federal Conference\non Education which shall consist of one representative and one alternate appointed\nby the head of each department. The Federal Conference on Education shall not\nreport as a body to any one department, but each representative shall report the\nfindings of The Federal Conference on Education to his own department for consideration and independent action.\n\nSEC. 8. ( a) The Department of Education shall collect such statistics and facts\nas shall show the condition and progress of education in the several States and in\n\nforeign countries. In order to aid the people of the several States in establishing\nand maintaining more efficient schools and school systems, in devising better\nmethods of organization, administration and financing of education, in developing\nbetter types of school buildings and in providing for their use, in improving\nmethods of teaching, and in developing more adequate curricula and courses of\n\nstudy, research shall be undertaken in ( 1) rural education; (2) elementary education; ( 3 ) secondary education; (4) higher education ; ( 5 ) professional education;\n( 6) physical education, including health education and recreation ; ( 7) the training\n\nof teachers ; ( 8 ) immigrant education ; (9) adult education ; and ( 10) such other\nfields as in the judgment of the Secretary of Education may require attention\nand study.\n(b) The Department shall make available to educational officers in the several\nStates and to other persons interested in education, the results of the research and\n\ninvestigations conducted by it, and the funds appropriated for printing and binding\nfor the Department of Education shall be available for the printing and binding of\n\nthe results of such research and investigations.\nSEC. 9. For the fiscal year ending June 30, 1926, and annually thereafter, the\nsum of $1,500,000, or so much thereof as may be necessary, is hereby authorized\nto be appropriated, out of any money in the Treasury not otherwise appropriated,\nto the Department of Education, for the purpose of paying salaries and conducting\nof studies and investigations, the paying of incidental and traveling expenses\nincurred in connection with the investigations or inquiries undertaken by the\n\nDepartment and law books, books of reference and periodicals, and the paying of\nrent where necessary, and for such other purposes as may be necessary to enable\nthe Department of Education to carry out the provisions of this Act. All unexpended appropriations which shall be available at the time when this Act takes\neffect in relation to the various bureaus, offices, and branches of the Government\n\nwhich are by this Act transferred to or included in the Department of Education,\nor which are abolished by this Act, and their authority, powers, and duties transferred to the Department of Education, shall become available for expenditure by\n\nthe Department of Education and shall be treated the same as if such bureaus,\noffices, and branches of the Government had been directly named in the laws\n\nmaking the appropriations as part of the Department of Education.\nSEC. 10. The Secretary of Education shall annually, at the close of each fiscal\n\nyear, make a report in writing to Congress giving an account of all moneys\nreceived and disbursed by the Department of Education and describing the work\ndone by the Department, and shall at the same time make such recommendations\n\nto Congress as will, in his judgment, improve public education in the United States .\nHe shall also from time to time make such special investigations and reports as\nmay be required of him by the President or by either House of Congress or as he\nhimself may deem necessary and urgent.\nSEC. 11. This Act shall take effect thirty days after its passage, except that the\n\nprovisions of this Act in relation to the transfer of any agency from the jurisdiction\nand control of one officer to the jurisdiction and control of another, or in relation\nto the transfer of authority, powers, and duties from one officer or agency to\nanother, shall take effect July 1, 1926.\n\n"}
{"page": 274, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n249\n\nREPORT OF THE COMMITTEE ON COMMUNITY\nRELATIONS\nGEORGE E. CARROTHERS, COLLEGE OF EDUCATION, OHIO UNIVERSITY\nATHENS, OHIO, CHAIRMAN\n\nThe Committee was appointed in January, 1925, and held its first meet-\n\ning at Cincinnati, February 24, 1925. The initial work undertaken was\nthat of delimiting its field. There is such a variety of ways in which\npublic school systems are now touching their environing neighborhoods\nother than through the formal instruction of day pupils that this task was\nof paramount importance. Since the members of the Committee represent\ndifferent spheres of educational endeavor, it was necessary to obtain a common understanding of the scope of our deliberations and a common view-\n\npoint from which to attack our objectives. Once the scope of community\nrelations is outlined it becomes possible to define the problems in this field\nand to determine the methods for facilitating their solution. These considerations furnish the three heads under which this report is presented :\nI. The scope of community relations\nII. The problems before the Committee\nIII. Its methods for attacking them\nI. SCOPE\n\nThe activities other than formal instruction now going on in public\nschools may be classified as follows :\n1. Use of school buildings by outside groups\n2. Organized activities administered by school officials for individuals\nand groups outside of the pupil body\n3. Curricular undertakings having relations with local community activities.\n\nUnder the first head are comprised the letting of facilities to such bodies\nas home and school associations, civic clubs, athletic and dramatic organizations, and miscellaneous societies for cultural, recreational, or social pur-\n\nposes. Under this head belong also political meetings, use of school buildings as polling places and distributing stations in time of local or national\nemergency .\n\nUnder the second head come social, community, civic, or recreational\ncenters (all names are used) , courses of public lectures, and systematic\nprograms with either a recreational, cultural, or civic content.\nThe curricular undertakings referred to under the third head are \"social\n\nstudies,\" which involve projects and inquiries based upon neighborhood\nlife. Many of these new courses in civics, geography, and English deal\nwith local affairs and for their successful prosecution require coöperation\nwith community organizations. To that extent, that they do touch local\nbodies, they come within the field of community relations.\nIt is difficult to obtain accurate data upon the bulk of the first two\n\nforms of community use of public schools. In most systems where the\n\n"}
{"page": 275, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n250\n\ntwo classes prevail, they are more or less mixed in the same buildings\nThe Yearbook Number of The Playground, published in April, 1925, by\nthePlayground and RecreationAssociation ofAmerica, gives the following\ndataas to the number ofschools usedin 1924 as evening recreation centers:\n\nTABLE 1-School buildings used as evening recreation centers\nCities reporting\nBuildings used..\n\n----\n\n1923\n\n1924\n\n196\n\n219\n\n1127\n\n1389\n\nThesefiguresindicate that nearly 1,400 school buildings are locally used\nfor organized play, games, and sports after school and during the evening.\nThe number of school buildings that are also used for entertainments,\npubliclectures, and as meeting places of local associations undoubtedly exceeds this number.\n\nAdditional light is thrown upon the quantitative aspects of this subject\nby astudynow being carried on by Mrs. Eleanor Glueck, in cooperation\nwith the National Community Center Association and the United States\nBureau of Education. A questionnaire was sent to some 8,000 school\nsuperintendents in counties, cities, and towns. Returns from about half\n\nofthese school officials reveal these significant figures: Cities of over 5,000\npopulation to the number of 141 reported 608 school centers, while 268\n\nplaces of under 5,000 population reported 312 centers a total of 920.\nHowthe various lines of activity bulk inthese schools is shown in Table 2 :\n\nTABLE 2.\n-Lines of activity in 920 school centers reported by 409 cities\nActivity\n\nNumber of centers reporting specified activity\n\nNight School\n\n195\n\nLectures\n\n286\n\nEntertainments (concerts, etc.)\n\n465\n\nSocietymeetings (adult) such as taxpayers' or parent-teacher\nassociation\n\n456\n\nCivic occasions, mass meetings, public discussions--------- 221\nAthletics, gymnastics, bathing, active games, or folk dancing 687\nClubs (social, athletic, etc.) or groups (musical, handicraft,\netc.)\n\n467\n\nRooms open for quiet games, reading, or study\nDancing (social)\nSocial occasions (parties, banquets, etc.)\n\n250\n\nCoöperative enterprises\n\n102\n\n148\n308\n\nThe above figures do not give information as to the number of schools\n\nin which there are, for example, public lectures. They simply show for\nthese 920 school centers the relative frequency of the various lines of activity. Thus it appears that those of leading importance are athletics, clubs,\nand the use of schools for meetings of societies . Some information regard-\n\ning the frequency with which these school centers are open during their\nseason (usually the winter months) is shown in Tables 3 and 4.\n\n"}
{"page": 276, "printed_page": null, "text": "251\n\nREPORTS OF COMMITTEES\n\nTABLE 3.\n-Evenings per week school centers are open in 312 centers in\ntowns under 5,000\n\nEvenings open\nNumber of centers\n\n1\n\n2\n\n3\n\n4\n\n129\n\n72\n\n48\n\n17\n\n5\n36\n\n6\n\n7\n\n6\n\n4\n\nTABLE 4.\n-Evenings per week school centers are open in 608 centers\nin towns over 5,000\nEvenings open\n\n1\n\n2\n\n3\n\n4\n\n5\n\n6\n\n7\n\nNumber of centers\n\n73\n\n121\n\n113\n\n120\n\n138\n\n37\n\n6\n\nAs would be expected in the smaller cities, most centers are open once\na week while in the larger cities the activities are more fully organized ,\ncenters are often open five times a week, those open two, three, and four\ntimes a week being respectively a little less numerous.\n\nThese figures do not, of course, reveal the total amount of the activity\nthat comes within the scope of the Committee's interest, but they are sufficient to substantiate the claim that we are not dealing with theory and\nspeculation but matters of serious de facto importance. Naturally, a\n\ndevelopment of such a varied and uneven, but neverthless vigorous, character could not proceed without the outcropping of problems.\nII . PROBLEMS\n\nThe activities just enumerated reflect the originality and enterprise of\n\nprogressive school systems. The individuals promoting them believe in\nthem as beneficial social activities. If they are educational processes, or\ncontribute to purposes for which educational systems are maintained, they\nare worthy of Nation-wide adoption. If it is wise to utilize the marginal\n\ncapacity of school edifices to afford recreational opportunities for youths and\neducational extension courses for adults in one city, it is wise-in principle-to do the same in all American cities. If there is an educational result achieved by allowing a young people's dramatic club to hold payadmission performances in the school assembly halls of one city, then the\nsame practice would produce beneficial results in other cities and those\n\nauthorities which prohibit it are not realizing the full measure of their\nopportunities.\nProgress in education, if it is to be even throughout the country, requires\nthe gradual smoothing out of local differences and the achievement of\nnew national levels by bringing the backward systems up to the standards\nof those more advanced. Sometimes it is accomplished by cropping off\nthe freakish sproutings of those which have had a hothouse growth. In\nany case, progress can only be made by the wise solution of problems such\nas those described, and it is the desirability of efforts toward that end which\nconstitutes the raison d'être of this Committee.\n\nThe following is an illustrative list of questions which constitute problems\nin the field of \"community relations\" :\nEducational policy as respects community-use-From the standpoint of\nschool authorities, are school centers and other wider-use activities forms\n\n"}
{"page": 277, "printed_page": null, "text": "252\n\nNATIONAL EDUCATION ASSOCIATION\n\nof educational activity? Is it justifiable to use funds appropriated for educational purposes in the maintenance of these activities ? Should the utili-\n\nzation of school edifices after class hours be justified as an expedient\nmeasure for obtaining public support or as a more efficient discharge of\neducational obligations on the part of school trustees ? What legislative\nchanges are required to complete the legal basis for community use activities?\n\nUse of school buildings by outside groups-What societies should have\nfree use of school accommodations and which should be required to pay\ncost fees ? Should any facilities be let for a profitable fee ? To what extent can school auditoriums become free-speech forums ? Shall school\nbuildings be let for occasions at which admission fees are charged and under\n\nwhat conditions ? Is the raising of money by entertainments an educational\nprocess for certain groups ?\nAdministration of school centers-What should be the chief elements\nof the school center program ? Should there be a special staff under civil\n\nservice regulations, or should teachers be allowed to give part-time service ?\nWhat relation should the school recreation center have to the physical\ntraining work of the day school ? What is the best administrative procedure for supervising local groups which use school facilities ?\nRelation of the principal to after-class activities-What function should\nthe principal perform in respect to lettings, the school center staff, and cooperation with local groups, such as home and school associations ? What\n\nattitude should he take towards community work on the part of his\nteachers ?\n\nThe teacher's relationship to community use-Has she a professional\n\nduty in this field ? Should she give time to parent-teacher organizations ?\nShould teachers with an aptitude for community work be officially encouraged in such activity ? Has the rural teacher a different rôle to play in\ncommunity endeavors ?\nThe planning of school edifices for community- use-What is the best\n\ntype of building and what facilities should be provided ? Should the community quarters have separate entrances ? What sort of yard equipment\nshould a school center possess ?\nIII . METHODS\n\nThis Committee does not pretend to have the answers to the above questions. It knows of nobody who does have them. What it can do is to\nfacilitate the gathering of the information that is required for fact-basis dis-\n\ncussions and help to formulate policies which embody the best thought of\nthe educational profession .\n\nThe Committee will hold a second meeting at Indianapolis, at which\ntime it will receive the reports of sub-committees assigned to the formulation of policies in four of the problem subjects listed above. If the Committee finds itself able to agree upon any of the drafts of policies reported,\nthese will be submitted to the Representative Assembly at that time with\nthe recommendation that they be adopted as embodying the consensus of\n\n"}
{"page": 278, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n253\n\nopinion of the Association. If it is found that the subjects assigned to these\nsub-committees require longer study they will be covered in a future report-provided the Committee is continued long enough to achieve that\nend.\n\nWith a view to securing assistance upon the projects of the Committee,\na circular letter was recently addressed to 185 city and county superintendents who were reported to have school centers under their jurisdiction.\nThe replies showed great interest in this subject and 67 officials indicated\ntheir willingness to work with the Committee. Plans are under way for\nutilizing these most valuable assets of knowledge and interest during the\ncoming year.\n\nIt is recommeded that (1) the Committee be reappointed for next year\nwith power to add to its membership from the rolls of the Association\nand (2) an appropriation be made for stationery and postage.\n\nREPORT OF THE COMMITTEE OF ONE HUNDRED ON\nCO-INCLUSIVE MEMBERSHIP OF THE NATIONAL\nEDUCATION ASSOCIATION\nARTHUR L. MARSH, WASHINGTON EDUCATION ASSOCIATION , SEATTLE\nWASHINGTON, ACTING CHAIRMAN\n\nIn the absence of the chairman of the committee, Thomas J. Walker,\nwho is now on his way to Edinburgh to attend the World Conference on\nEducation, the acting chairman of the committee submits the following\nbrief report of the activities of the committee :\nThe sub-committee, which the whole committee authorized at its meeting on\nFebruary 24 at Cincinnati, met at the Sinton Hotel on February 25.\nThere were present Miss Mary Mooney of San Francisco, Arthur L. Marsh of\nSeattle, Ernest T. Cameron of Lansing, Michigan, and the chairman Macy Campbell of Cedar Falls, Iowa and Miss Cornelia S. Adair of Richmond, Virginia\nbeing absent.\nNearly two hours were spent in discussion.\n\nThe importance of the problem, its intricacies and its difficulties were recognized\nby each member of the committee. All agreed that the task is one which cannot\n\nbe done hastily and one which will require careful study, calm deliberation and\nthe widest possible coöperation from all individuals and each group.\n\nThe following preliminary program was agreed upon :\n(1) That a body of information regarding the present plan of organization, its\npossibilities and its limitations be gathered by a small committee and distributed to\nthe entire membership of the committee.\n(2) That on the basis of this information the committee get expressions and\nsuggestions from State groups, i. e., groups representing various State associations\nthrough their officers and executive committees.\n(3) That similarly, expressions and suggestions be obtained from the Executive\nCommittee and officers of the National Education Association.\nThe sentiment of the whole committee seemed to be about as follows :\n\n(1) Any co-inclusive membership plan must look to the welfare of both the\nstate and national associations .\n\n"}
{"page": 279, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n254\n\n(2) That it must be broadly professional and representative.\n(3) That while there is no immediate crisis as is evidenced by the present\nprosperity of the National Education Association and the various State associations, there is a real and genuine professional need for organic and fundamental\ncoöperation between the various State associations, as such, and the National\nEducation Association so that a professional membership in one includes a membership in the other also.\n\nThe committee met in Indianapolis on June 30th, 1925, with about twenty members present.\n\nIn view of the absence of the chairman and the failure of the mails\n\nto deliver instructions sent by the chairman for consideration of the committee,\nthe time was spent in general discussion of the outstanding problems encountered.\nIt was the consensus of opinion of the members present that the problems of proposed co-inclusive membership were much more involved and more difficult than\noriginally anticipated and that it would be impossible to submit a final report to\nthe 1925 Representative Assembly.\n\nBy action of the committee the acting chairman was authorized to report progress\nto the Representative Assembly and to express the hope that the committee might\nbe continued for completion of the investigations that have been begun.\nHope is still entertained by the committee that positive and constructive suggestions can be submitted by the committee in its final report.\n\nREPORT OF THE COMMITTЕЕ ТО СОÖPERATE WITH\nTHE AMERICAN SCHOOL CITIZENSHIP LEAGUE\nMRS . FANNIE FERN ANDREWS, BOSTON, MASSACHUSETTS , CHAIRMAN\n\nThe Report of the Committee to Coöperate with the American School\nCitizenship League contains certain definite suggestions regarding The\nGeneral Machinery for International Coöperation contained in A Plan\nof Education to Develop International Justice and Friendship, which won\nthe Raphael Herman $25,000 Award, the author of the plan being David\nStarr Jordan .\nThe Report consists of three parts : First-Suggestions relating to the\nsection of the Plan designated : III. Special Arrangements for Training\nYouth in World Amity; second-Other suggestions for training youth in\nworld amity, not included in the Plan; third-Recommendations to the\nBiennial Conference of the World Federation of Education Associations .\nPART I. SUGGESTIONS RELATING TO THE SECTION OF THE PLAN DESIGNATED\n\nIII- SPECIAL ARRANGEMENTS FOR TRAINING YOUTH IN WORLD AMITY\n\nOf the special arrangements mentioned in the Jordan Plan, the Committee endorses :\n\n1. \"Correspondence between the youth of nation and nation.\" The\nAmerican School Citizenship League has for many years been conducting\nsuch correspondence as one of its chief activities, and the Committee expresses the hope that this and other supervised correspondence, such as that\narranged by the Junior Red Cross, may be increased and extended to every\npart of the earth.\"\n\n2. \"International scholarships, exchange professorships, university de-\n\n"}
{"page": 280, "printed_page": null, "text": "Keeping\none's\n\nGenerosity\n\nand\nProtection\nplants\nof\ncare\n\nJune\n\nflowers\nand\n\namong\nPeace\n\nthe\nchildren\n\nHelpfulness\nto\nthe\nfeeble\nand\nold\n\nquarrels\nAvoiding\n\nmanners\n\nshown\ngood\nby\n\nKindness\n\nword\n\nChildhood\nof\ngreat\nmen\n\nKindness\nof\n\ngreat\nmen\n\nthan\nours\n\nOther\nhomes\n\nGratitude\n\nHelpfulness\n\nObedience\n\nFaithfulness\n\nMaking\nothers\nhappy\n\nfor\nand\ncare\ncleanliness\n\nResponsibility\n\nanimals\n\nKindness\nto\n\ntogether\nWorking\nRule\nGolden\nThe\n\nPeace\namong\nneighbors\n\nCheerfulness\nunder\nand\ndefeat\nsuffering\n\nGood\nwork\n\nObedience\nto\n\nFair\nand\nplay\nunselfishness\n\ncommunities\n\nour\nhelp\n\nHow\ncan\nwe\n\nall\ncommunities\n\nGood\n-wamong\nill\n\ncitizens\n\nof\nclasses\nall\n\namong\nwill\nGood\n\nto\nLoyalty\nofficials\npublic\n\nlaws\ncommunity\n\nFire\nPolice\nand\nDepartment\n\ncountry\n\nour\nserve\n\ncan\nwe\nHow\n\nwith\nother\nnations\n\nFriendship\n\nPatriotism\n\nSocial\nservice\n\nAmericans\nGreat\n\nof\ncitizen\neach\n\nResponsibility\n\nUnum\nP\nluribus\nE\n\nthe\npeople\n\nGovernment\nby\n\nproperty\n\nCare\npublic\nof\n\nPioneers\n\nThe\ncontribution\nof\nto\nrace\neach\nAmerican\nlife\n\nV\n\nNation\nThe\n\nThe\ninfluence\nof\nschool\nthe\n\nhome\nthe\nof\n\nThe\ninfluence\n\nhealth\nPublic\npublic\nand\ncharity\n\nIV\n\nand\nTown\nCity\n\nThoughtfulness\nand\nrespect\nfor\nauthority\n\nHospitality\n\nPerseverance\n\nWays\nservice\nof\n\nneighbor\n?\n\nplaymates\n\nSympathy\n\nWho\nmy\nis\n\nIII\n\nNeighborhood\n\nto\nKindness\n\nII\n\nSchool\nand\n\nPlayground\n\npeace\nmaking\nand\n\nI\n\nHome\n\nMay\n\nApril\n\nMar.\n\nFeb.\n\nJan.\n\nDec.\n\nNov.\n\nOct.\n\nSept.\n\nGrades\n\nCycles\n\nSympathy\nand\n\nUnited\nThe\n\nbeginnings\nOur\n\nThe\nStates\nUnited\nfor\n-p\nm\nelting\not\na\n\nStates\nUnited\nThe\nworld's\nthe\nand\n\nideals\nAmerican\nbe\nto\nyet\nachieved\nThe\nworking\nmembers\nof\nsociety\n\nStates\nUnited\nThe\nworld\nand\nbrotherhood\nHeroes\npeace\nof\n\nculture\n\nThrift\nand\n\ncontinent\n\nStates\nUnited\nThe\nAmerican\nthe\nand\n\nThe\nof\ninfluence\nthe\nStates\nUnited\nAfrica\non\nand\nAsia\n\nraces\n\nEuropean\ninterest\nin\nAmerica\nSpanish\n\nperiod\n\nNapoleonic\nin\nthe\n\nThe\nStates\nUnited\n\nour\nhistory\nearly\n\nThe\ninfluence\nof\non\nEurope\n\nEurope\nin\n\nVII\n\nStates\n\nindustry\n\nRegard\ncivic\nfor\nbeauty\n\nSelf\ncontrol\n-\n\nReverence\n\nRegard\nfor\nthe\ntruth\n\ndifficulties\n\novercome\n\nto\nCourage\n\nHonesty\n\ncourtesy\n\nVI\n\nAmerican\nIdeals\n\nPatriotism\n.of\nand\nCitizenship\nOutline\nin\nCourse\nthe\n\nfamily\nworld\n\nof\nbe\nwe\ncan\nHow\nthe\nin\nservice\n\nfederation\n\nworld\nto\nleading\n\nconferences\nWorld\n\nnations\n\nbetween\nAgreements\n\nas\nlaw\nof\nGrowth\nfor\nagency\nan\nwgood\n- ill\npromoting\n\nnations\nbetween\n\nwar\nof\nEffects\n\nbetween\nnations\n\nhonor\nand\nJustice\n\nInterdependence\nof\nnations\n\nnations\nall\nA\n\"\nbove\nis\nhumanity\n\nnation's\nEach\ntion\nto\ncontribu\nworld\nthe\n\ncharacteristics\n\nNational\n\nVIII\n\nThe\nWorld\n\n"}
{"page": 281, "printed_page": null, "text": "256\n\nNATIONAL EDUCATION ASSOCIATION\n\npartments of international relations\" as \"active agencies for better understanding. \" All of these are now in operation, and the Committee expresses\nthe hope that in all these directions there will be substantial increases from\n\nyear to year. The Committee notes with great satisfaction the recently\norganized foundations providing for international scholarships and university departments of international relations.\n\n3. Orations. The Committee would like to see the complete program\nof the Intercollegiate Peace Association Oratorical Contests, carried on\nbefore the war, re-established and extended to all colleges and universities.\nThe Committee regards the orations of the Intercollegiate Peace Association delivered each year in the final contest at the Lake Mohonk Conference\non International Arbitration as of exceptionally high order.\nInterscholastic oratorical contests among secondary schools, similar in\ncharacter to those carried on by the American School Citizenship League\nbefore the war, when the final orations were given at the annual meeting\nof the American School Citizenship League, would meet with the heartiest\napproval of the Committee.\n\nThe Committee would be glad to see the extension of the present state\noratorical contests to inter-state contests, and suggests that through the\nside of the United States, each country could select its own literature and\nselection of subjects relating to international problems, an opportunity\nwould be given to develop a knowledge of international affairs and a sympathy for other nations. These inter-state contests might well be extended,\nas the Plan suggests, to an international contest.\n4. Essays. The Committee heartily approves of the World Essay Contest, open to schools of all countries, carried on for the past seventeen\nyears by the American School Citizenship League. The Committee recognizes the value of such a contest in stimulating a serious study of world\nrelationships. Many nations have been represented in the contest and a\n\nnumber of prizes have been given to foreign students, while practically all\nthe States of the Union are represented each year. The Committee especially recommends that the writing of these essays form a regular part of the\nschool work and that the best essay of each school be sent to the judges\nawarding the prizes the method now in operation in many schools at the\n\npresent time. The Committee endorses the plan of having national judges\nin all competing countries and a special group for the final decision. As\n\nthe World Essay Contest is conducted by the American School Citizenship\nLeague, the American judges have taken the final responsibility of judging\nthe best essays sent in from the various competing countries.\n\nThe Committee heartily agrees with the idea, expressed in the Plan, that\nthe importance of these oratorical and essay contests \"lies in the education\nof the coming generation, and incidentally that of their parents and\nfriends,\" and that \"similar studies, taken seriously, would give the young\npeople of the Nation or of the world a background of knowledge and\nmutual understanding which might be of inestimable value in any future\ncrisis of civilization.\"\n\n"}
{"page": 282, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n257\n\nThe following subjects stipulated for the present year in the World\nEssay Contest indicate the truth of the above statement: For students in\n\nnormal schools and teachers' colleges \" Methods of Promoting World\nFriendship through Education.\" For seniors in secondary schools-\" The\nOrganization of the World for the Prevention of War .\"\nPART II . OTHER SUGGESTIONS FOR TRAINING YOUTH IN WORLD AMITY, NOT INCLUDED\nIN THE PLAN\n\n1. The Committee recommends the universal observance in the schools\n\nofWorld Good-Will Day (see Report of this Committee for last year) .\n2. A Course of Study in Good-Will for the schools of every country.\nAs an example of what such a course might be, the Committee recommends\nfor consideration the course arranged by the American School Citizenship\nLeague, which is used in many schools of the United States. The Committee expresses the belief that the main features of this course, which is\npublished under the title, \"A Course in Citizenship and Patriotism,\" could\nbe adapted to the schools of all countries. When, however, the stories or\nother material used in teaching the principles contained in the Course of\nthe American School Citizenship League is not appropriate for schools outside of the United States, each country could select its own literature and\nits own devices for carrying out the general purpose of the course. In\nmaking the beginning of such adaptation, however, it has been found that\nmuch of the material appearing in the Course in Citizenship and Patriotism\n\nis equally appropriate for all countries. This illustrates the fact that the\nmost human needs and hopes and problems are common to the whole world\nand that we are more alike than we are different, and that humanity is\nabove all nations. On page 40 is an outline of the Course in Citizenship and Patriotism.\n\nThe following statement by the editors of the Course in Citizenship and\nPatriotism gives in brief: (1) the plan of the course, (2) relation to the\nschool curriculum.\nPLAN OF THE COURSE\n\n\"Our theme is that of citizenship governed by good-will and expressed\nin service. We begin in Grade I with the home as a center. Through\nthe year by story and poem and above all by definite suggestions for helpfulness, the teacher will strengthen the children's devotion to their family.\nIn Grade II the school and playground are taken up. Both are of absorbing interest to little children and in both they need to see meanings and\nopportunities greater than they have appreciated. Already in concrete\nways they can be shown how significant in our towns are the public schools,\nhow much thought and money are spent for them, how year by year the\nschools point onward to new opportunities. In Grade III the children\nwill be ready to take pleasure in recognizing and beginning to help the\nneighborhood that bounds their little world. The parable of the Good\nSamaritan told at the beginning of the year gives the keynote for neighborliness.\n\n"}
{"page": 283, "printed_page": null, "text": "258\n\nNATIONAL EDUCATION ASSOCIATION\n\n\" In these first grades, the spirit of helpfulness and good-will is suggested\nthrough stories, poems, and deeds of kindness rather than by direct teaching about home, school, or neighborhood. In the fourth grade, boys and\ngirls can begin to know what a town or city stands for and to see as parts\nof a whole its different departments: fire, police, health, charity, street,\nschool, and government. The age of hunger for fact has arrived. We\ncan take advantage of it and develop responsibility in respect to law and\nofficials.\n\n\"In Grade V we reach out to the nation as a whole. In every instance,\nwe try to relate the historical struggles and achievements with the struggles and achievements of every-day life. When our subject is the heroic\nvirtue of pioneers, we not only give examples from the brave deeds of early\nsettlers, but show how every one of us is called on to be a pioneer in new\ncourage, in advanced and difficult standards of honor, in self-forgetting\nloyalty.\n\n\"Grade VI is also given to patriotism, because this is the central duty of\ncitizenship. Without our homes and our country, we are but strangers\non the earth. Until we love our country warmly and intelligently we are\nnot fit to leave the public schools. The need of our time is, in Professor\nJames's stirring words, \"to inflame the civic temper.\" We can do it only\nby giving to the youth of our land clear, concrete, intimate knowledge of\nhis country's history and by calling on him for his uttermost service.\nGrade VI accents American ideals: honesty, sympathy, courtesy, industry,\ncourage, self-control, reverence, a sacred regard for the truth.\n\"In Grade VII we show how the life of our Nation, from its beginning\nto the present day, has been closely interrelated with the great world movements. This study will point out to the pupil that even the most distant\ncountries are closely linked to ours. We show also that a citizen of the\nUnited States, the melting-pot of the nations, has peculiar obligations in\nstrengthening the ties of human brotherhood; that our national ideals can\nbe realized only if we do our share in promoting the spirit of good-will .\n\" In Grade VIII we point out each nation's contribution to the world's\nwork: the acts of friendship, justice, and honor among nations which have\ndrawn them together ; and the remarkable growth of agencies such as international conferences, treaties, and the Hague Court of Arbitration, which\nare making the world one great family. We show the necessity for cooperation on the part of each and all. The course ends with suggestions\nas to how each one of us can link his individual life to the life of the whole\n\nthrough good-will and active service.\"\nRELATION TO THE SCHOOL CURRICULUM\n\n\"This material can be used in many ways. We will suggest a few.\n1. Morning exercises and talks-Probably the most frequent use of this\ncourse in citizenship will be in the morning exercises. In the stories, suggestions for talks, and the bibliography, every teacher will find treasures .\nMorning exercises may drop into drowsy routine; they may be significant\n\n"}
{"page": 284, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n259\n\nevents in a school. This course gives an opportunity to use them for consecutive and definite ends. Can we not, day by day and year by year,\ndeepen a child's conception of his family, his city, and his nation-his\nhuman ties ? Citizenship is a cold word on lips ignorant of the fire at its\nheart, a dim word to eyes half closed. But follow the path of devoted\ncitizens and patriots. Watch Clara Barton leaving home and friends to\nplunge gladly into hardship and horror in the flooded Ohio Valley; look\nat Lazeer gently and resolutely laying down his life in Cuba that yellow\nfever may be conquered forever. Patriotism is a word of perilous beauty.\nTrace back even a little way the efforts of valiant leaders to bless all\npeople with free education, the march of the pioneer across a bewildering\ncontinent, the devotion of the scientist pressing through dark problems to\nthe light of knowledge, the blood-stained toil of laborers in mines and tunnels to make our progress swift, our lives secure, the fathers' struggle to\ngive their children bread. Every advance has meant courage, sacrifice,\ncoöperation. Thinking of these things, our gratitude rises with outstretched hands claiming the right of service.\n2. Reading and story-telling-Many teachers will like to associate the\n\ncourse in citizenship with reading, literature, and story-telling. In our\nextracts and references throughout this course, we mean to use literature\nthat is beautiful, moving, and of lasting value. Tolstoy's story, 'Where\nLove is God is,' to take one instance, illustrates with rare vividness the\nblessings of kindness to our neighbors. Such stories may be used with\ngreat advantage as reading-lessons.\nAll children love stories. We can use, for example, when teaching\n'obedience,' the delightful story of 'Raggylug,' in Ernest Seton Thompson's Wild Animals I have Known, and every child in the class will drink\nit in, moral and all. A moral alone is sharp and bitter as salt without\nsoup, but a moral shaken and stirred into a genuinely good story adds\nflavor that the child himself appreciates.\n3. Dramatization-This plan can be of assistance in pageants, in plays,\nand in the celebration of anniversaries, birthdays of great men, and special\noccasions. Pictures, too, and, where available, the educational pictures of\nthe biograph illustrating historical events and various forms of social service, can be used to make the lessons more vivid.\n4. History and geography-The connection of this outline with history\nand geography will be clear when we glance at the plan from Grade V to\nGrade VIII. When the class is studying colonial history the heroic virtues\nof the early settlers will add appropriate stories. The subject of courage\ncan be illustrated by the story of Daniel Boone and that of self-control by\nWashington's conduct after the disastrous defeat of St. Clair. Geography\nwill be well remembered if it is lighted up by a study of racial characteristics and of national flags and songs.\n5. Civics and citizenship-Throughout our course the accent on good\n\ncitizenship is marked. In Grades IV and VI especially the outline will\nlend itself to lessons in citizenship, but the subject is never lost sight of\n\n"}
{"page": 285, "printed_page": null, "text": "260\n\nNATIONAL EDUCATION ASSOCIATION\n\nand we believe that the material in definition and support of good citizenship will be of help to every teacher. Our Nation cannot afford to have\nindifferent, ignorant, prejudiced, or corrupt citizens. The inspiration of\nteaching leaps out of the hope of fanning a great flame of patriotism that\nshall burn all corruption from politics. Every child in our Nation belongs in the teacher's care. If she can instill and inflame in him love and\nloyalty to his ties, she will have rescued and redeemed the Nation.\n6. Ethical training-Some schools already have definite periods for\nmoral lessons. To them this outline offers a progressive course and many\nconcrete illustrations. Our plan has a single center, the increase of sympathy and good-will from year to year. There are no 'don'ts' in the\nforeground; it is positive and not negative, and above all, it dwells not on\nthe self-conscious idea of virtue for its own sake, but on such loyalty to\nour actual ties as shall demand every inch of virtue we can acquire.\nAll good ethical teaching will inevitably reach across from school to\nhome and from home to school.\n\nThe teacher aims to make the children\n\nmore helpful, more sympathetic, more obedient at home as well as at school.\nHer lessons on hygiene and cleanliness should make the daily care of children easier for the parents; her constant exemplification of the spirit of\nhelpfulness suggests to children what they can do to help at home. Our\ncourse aims directly to make vivid to children the value of their own homes\nand to help them see their homes as part of the working community. In\ncarrying out the plan of this course, parents and teachers can join, the\nparents following at home and encouraging by home reading the development of good-will, which the teacher is strengthening at school.\nUnless ethical instruction passes into ethical action, it is worse than useless. Therefore, this course has been planned to give opportunities both\nfor action and training in grasping the principles of right-doing. The\nspirit of good-will grows by service. In every grade we suggest special\nforms of helpfulness suited to the age and opportunities of the childrenfor example, in Grade II ways of service to the old and feeble; in Grade\nIII ways of service in helping the neighborhood. The older boys may\nwell express their service through civic clubs and the younger boys and\ngirls in Bands of Mercy. In every grade, the teaching must crystallize\ninto habits of right action.\n7. Incidental teaching-The use of this outline as an aid in teaching\nreading, history, geography, civics does not in the least preclude incidental\nteaching. Often the best occasions for instilling moral lessons come through\n\nsome incident in school or in the neighborhood. The opportunities due to\nspecial events should always be used. We believe, however, that our book\nwill suggest stories or acts that will help the teacher to make even more\ngraphic and permanent the lessons of any special occasion.\nA teacher may find it preferable to use the topics for each year in a\ndifferent order from that we have assigned. The marking by months is\nmeant to be suggestive only. The teacher may change the order of sub-\n\njects, repeat any topic if it seems to her wise and take, if it is best, more\n\n"}
{"page": 286, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n261\n\nor less than a single month on any topic. We do not think of our course\nas a narrow-gauge road along which every teacher must go, stopping at\neach station on schedule time. It is rather a series of beacon lights in a\nwide sea, but with a definite goal to be attained at the end of the year.\nGreat ideals are invading our time. Welcomed or rejected in their\nweak and humble birth, the ideals of democracy and good-will are yet\ndestined to flower anew, blossoms in the twentieth century from a perennial\nvine. By imparting and by living in the spirit of citizenship every teacher\nbecomes a branch of the great tree of democracy whose roots penetrate from\nland to land. In her teaching of the ideal of democracy and good-will she\nexpresses our perpetual gratitude to the world.\"\nThe Committee recognizes the need for a course in good-will which\ncan be used in the ninth, tenth, eleventh, and twelfth years, constructed on\nthe same lines and with the same purpose as the Course in Citizenship and\nPatriotism for the first eight years.\nPART III . RECOMMENDATIONS TO THE BIENNIAL CONFERENCE OF THE WORLD FEDERATION OF EDUCATION ASSOCIATIONS\n\n1. That the Biennial Conference of the World Federation of Education\n\nAssociations appoint a committee, consisting of one person from each of the\ncountries represented, to work out in detail a plan for a course or courses\n\nin good-will which may be used in the schools of all countries in the first\neight years of school.\n\n2. That the Conference appoint a committee to work out a plan for\nsimilar courses in good-will for the ninth, tenth, eleventh, and twelfth\nyears of school.\n\nREPORT OF THE JOINT COMMITTEE ON HEALTH\nPROBLEMS IN EDUCATION\n\nTHOMAS D. WOOD, COLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN\n\nThe Committee on Health Problems in Education of the National\n\nEducation Association continues its work with the steadily maintained and\n\neffective coöperation of the corresponding committee of the American\nMedical Association.\nThis Committee on Health Problems was created as a committee of the\n\nNational Council of Education at the meeting in San Francisco in 1911 ,\n\nat the suggestion and recommendation of the American Medical Association, which was in session at the same time in Los Angeles. The committee\nwas appointed at that time by the late Dr. Charles H. Keyes, who was\nPresident of the National Council of Education .\n\nDr. Keyes, from the beginning, took great interest in the work of the\ncommittee; he became a member at the expiration of his term as president\nof the National Council, and continuously during the remainder of his life\n\n"}
{"page": 287, "printed_page": null, "text": "262\n\nNATIONAL EDUCATION ASSOCIATION\n\nwas an active, loyal, constructive, and highly helpful member of this committee.\n\nAt the meeting of the National Education Association, in Des Moines,\nin July, 1921, this committee was formally adopted as a committee of the\nNational Education Association.\n\nThe reports of the committee include the following:\n1. Country schoolhouses, prepared by Fletcher B.Dresslar, a member of\nour committee. This report is out of print.\n\n2. Minimum health requirements for rural schools. Three editions of\n800,000 copies of this report have been distributed. The cost of printing\nthe very large introductory edition of 750,000 copies of this report was\ncoveredby agift of over $3000 from the Elizabeth McCormick Memorial\nFund of Chicago. (This public-spirited organization has given generous,\nrepeated assistance inmoney and expert service to the Committee on Health\nProblems, which should be known to all the members of the National\nEducation Association.)\n3. Health essentials for rural school children was printed in 50,000\ncopies. This first edition was exhausted and a second revised edition is\nnow being distributed.\n\nMost of the copies of this report have been used in supplementary texts\nonhealth inthe training of rural school teachers in the normal schools and\nas practical hand books by rural school teachers and supervisors.\n4. The health chart report. The first edition of 10,000 copies of the\nillustrated Health Chart pamphlet was soon exhausted and a second edition\nof 10,000 is now being distributed.\nThis pamphlet not only serves to illustrate and explain the health charts,\nbut is being extensively used for health instruction in both city and country\nschools and also as a guide in making health posters and scrap books .\n5. The health chart set comprises 58 charts, each 22 x 28 inches. Over\n1100 complete sets of the health charts (over 60,000 individual charts )\nhave been distributed in our own and in foreign countries. Many orders\nfor individual charts have been received. One State Department of Health\n\nordered 2400 copies of individual charts.\n6. The teacher's part in social hygiene was published in 1921 with the\n\ncooperation of the American Social Hygiene Association, and this cooperating Association presented the Joint Health Committee with 5000\n\ncopies of this valuable bulletin. This report, containing a very carefully\nselected bibliography, has supplied a valuable bulletin for many teachers.\nAmoderate number of copies of this valuable report are still available for\nfree distribution.\n\n7. Health improvement in rural schools published in 1922 was in careful\nprocess of preparation for several years. Important work in the introductory assembling and organization of material for this report was done by\nseveral well-trained and experienced teachers and supervisors of rural\nschools whose names are mentioned in the report. The bulletin was finally\n\nrevised and completed through the substantial coöperation of the staff of the\nElizabeth McCormick Memorial Fund .\n\n"}
{"page": 288, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n263\n\n8. Health service in city schools of the United States is the report of a\nsurvey, conducted by our committee in 1922, of the health work which is\nbeing done in the city school systems of this country. Six hundred and\ntwenty-two six-page questionnaires were sent out to city superintendents\nof schools. Filled-out questionnaires containing much valuable information\nof current accomplishment were received from 340 (54.6 per cent) of the\nsuperintendents.\n\n9. Daylight in the school room is the title of a valuable report on school\nlighting which was prepared in 1921 by a sub-committee under the chairmanship of Dr. Edward Jackson, eminent opthalmologist of Denver and a\nmember of our Joint Committee.\n10. Health education-a program for public schools and teacher-training\ninstitutions. This report of 160 pages was prepared with the constructive\ncoöperation of a technical committee of twenty-seven experts, and is considered by many recognized specialists to be the most authoritative and\nhelpful publication ever issued in this field. The third printing of five\nthousand copies of the Health Education Report is being rapidly exhausted .\nTwo new reports of the Health Committee are being distributed at the\nIndianapolis meeting.\n11. Conserving the sight of school children is the first report in a series\nplanned to furnish standards of health norms and health defects in school\n\nchildren. This report of 50 pages is based upon returns from questionnaires\nsent to 200 eminent opthalmologists and has been prepared through the\ncoöperation of the National Committee for the Prevention of Blindness\nwith our Joint Health Committee.\n\nThis national coöperating committee will have expended approximately\n$2500 in the preparation of this report, and will generously supply 2500\ncopies of the report gratis for our Joint Committee. It is expected that\nthis report will supply a uniform standard for the examination and conservation of eyes and vision of school children.\n12. Ventilation of school buildings is the second new report of our\n\nHealth Committee, to be distributed at the Indianapolis meeting this year.\nThis report, dealing with another topic of great importance in the health\n\nprogram of the schools, has been prepared by a subcommittee, of which\nthe Chairman is Miss Mary E. Murphy, director of the Elizabeth McCormick Memorial Fund, in Chicago. This Fund will add to its extended\nprogram of generous contributions to our Committee by furnishing, without expense to our Committee, 2500 copies of this report on school ventilation.\n\nThe program of our Health Committee for the coming year includes the\n\nfollowing studies and reports proposed and adopted at the annual meeting\nof the Joint Health Committee at Cincinnati, in February, 1925 :\na. The next study in the series involved in the standardization of health norms\nand defects of school children deals with the problem of the teeth. This study is\nnow under way, and our Committee is to have the coöperation of the American\nDental Association in a substantial and practical manner, corresponding to the\n\n"}
{"page": 289, "printed_page": null, "text": "264\n\nNATIONAL EDUCATION ASSOCIATION\n\ncoöperation, during the past year, of the National Committee for the Prevention of\nBlindness. It is expected that a report on the Conservation of Teeth in School\nChildren will be ready for distribution at the meeting of the National Education\nAssociation in July, 1926.\nb. An enlarged and continuing Subcommittee on Ventilation of Schools is being\norganized to proceed with the campaign of education needed to promote the best\nideas and standards regarding school ventilation.\n\nc. A study of, and preparation of a report upon, factors affecting posture in\nschool children.\n\nd. A study of, and preparation of a report upon, the health of the pre-school\nchild.\n\ne. A study of, and preparation of a report upon, the health aspects of games,\nathletics, and recreational activities of school children.\n\nf. A study of, and preparation of a report upon, mental hygiene, particularly\nas related to all school children.\n\ng. A study of, and preparation of a report upon, the health of teachers.\n\nIt will be of interest and importance for the members of the representative assembly, and teachers in general, to learn that the reports of the\nJoint Health Committee are now being distributed from the headquarters\nof the National Education Association, 1201 Sixteenth Street, Washington,\nD. C. It is a cause of much gratification to our Committee that our reports\nwill be in the future distributed from the National Education Association\noffices.\n\nMany important health problems in education still need careful investigation and call for reports which may be helpful to general and special\nworkers in the educational field. These specific problems, proposed each\n\nyear by the members of the Joint Health Committee, seem actually to increase in number as the work of the Committee proceeds. To continue\nwith reasonable efficiency the program now under way, the Health Committee respectfully asks for an appropriation of $1000 for the coming year\nfrom the National Education Association. Your Committee, according to\nthe custom of many years, confidently expects from the American Medical\nAssociation an appropriation equal to the sum granted by the National\nEducation Association .\n\nREPORT OF THE COMMITTEE ON PARTIAL PAYMENTS\nOF THE EXPENSES OF DELEGATES TO THE ANNUAL\nCONVENTION\n\nThe Committee on financing delegates wishes to recommend that the\nsame policy for the payment of delegates' expenses be continued for the\ncoming year. The plan is as follows.\nThat the sum of $ 10,000 be apportioned for the payment of delegates'\nexpenses and that this amount be used pro rata in the paying of the delegates ' expenses whose railway and Pullman fares exceed $50.\nThe tabulation of the States which will benefit by this provision, the\n\n"}
{"page": 290, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n265\n\nmethod of applying for the funds, and the amount apportioned each delegate will be found in the Official Manual for delegates.\n\nThe Committee further recommends that the Committee on financing\ndelegates be continued.\nIt will be of interest to members of the Association to know that 512\n\ndelegates shared in the apportionment of $10,000 last year.\nRespectfully submitted,\nE. C. BROOKS\n\nCORNELIA S. ADAIR, Chairman\nJOSEPHINE C. PRESTON\n\nJ. W. CRABTREE\n\nELSIE MAХАМ\n\nAGNES E. DOHERTY\n\nHARRIET GAYMAN\nCHARLES F. PYE .\n\nOLIVE M. JONES\n\n"}
{"page": 291, "printed_page": null, "text": "National Council of Education\n\nSECRETARY'S MINUTES —CINCINNATI MEETING\n\nOFFICERS\n\nPresident JOSEPH M. GWINN, Superintendent of Schools ...\nSan Francisco, California\nVice-President- HUNKY LESTER SMITH, Dean, School of Education, Indiana\nUniversity\n\nBloomington,\n\nIndiana\n\nSecretary-ADELAIDE STEELE BAYLOR, Chief, Home Economics Education Service, Federal\nBoard for Vocational Education ....\n\n.....Washington, D. C.\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.\n\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\n\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.\nFIRST SESSION- MONDAY AFTERNOON, FEBRUARY 23 , 1925\n\nThe meeting was called to order by the president at 2:15 P.M. in the auditorium\nof the American Legion Club. As several requests had come to the secretary for\nendorsement by the National Council of Education of certain national legislation\n\nand movements, the president appointed a committee consisting of M. G. Clark,\nSioux City, Iowa, Chairman ; Georgia Alexander, Indianapolis, Ind.; and R. O.\nStoops, York, Pa., to consider these requests and make recommendations to the\nNational Council of Education on Wednesday.\nThe president then presented his annual address which dealt with The Need\nthe Council Has For the Coöperation of the Departments of the National Educa-\n\ntion Association. In the symposium that followed on the Service the National\nCouncil of Education Can Best Render to the National Education Association and\n\nits Several Departments, the following speakers participated: Jesse H. Newlon,\npresident, National Education Association, Denver, Colo., William McAndrew,\npresident, Department of Superintendence, Chicago, Ill., Julia A. Spooner, president, Department of Classroom Teachers, Portland, Ore., and John N. Greer,\n\npresident, Department of Vocational Education, Minneapolis, Minn.\n\nFollowing\n\nthis symposium there was considerable general discussion as to what the next\nstep in the work of the Council should be in the light of the reorganization pro-\n\nposed by the National Education Association whereby the membership of the\nNational Council of Education would be increased by the addition of representatives from each of the Departments. The president summed up the suggestions of\nthe speakers in the symposium and the general discussion from the floor as\noffering one of two functions for the National Council of Education in its future\nwork:\n\n1. The organization of the National Council of Education as an investigating\nor research body for the National Education Association and all its Departments .\n2. The organization of the National Council of Education as a body to receive\nthe results of research by way of findings and recommendations made by the\nNational Education Association and its Departments and to have open forums\nfor discussions and common understandings.\nIn the absence of Thomas W. Butcher, president, State Teachers College,\n[\n266]\n\n"}
{"page": 292, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n267-\n\nEmporia, Kans., chairman of the Committee on Training Teachers in Service, the\nreport of that committee was not given as scheduled in the program.\n\nJ. W. Carr, president, State Normal School, Murray, Ky., called attention of\nthe Council to the recent death of Dr. Charles H. Keyes, president, Skidmore\nCollege, Saratoga, N. Y., long an active member and one-time president of the\n\nNational Council of Education. At the suggestion of the president, the adjournment of the National Council at the close of the session was made in memory of\nDr. Keyes and his valuable work as a member of the Council.\nSECOND SESSION\n\nTUESDAY AFTERNOON, FEBRUARY 24, 1925\n\nThe meeting was called to order by the president at 2:15 P.M. in the auditorium\nof the American Legion Club. Thomas D. Wood, Teachers College, Columbia\n\nUniversity, chairman of the Joint Health Committee, gave a brief résumé of the\nwork of the committee, referring to the fact that this committee had been ap-\n\npointed when Charles H. Keyes was president of the Council and had always received his warm support.\n\nHe advised the Council that a resolution would be\n\npresented later by a member of his committee, paying tribute to the work of\nDr. Keyes. Dr. Wood then introduced speakers with topics as follows : The Improvement of Teacher Training for Health Education in Schools, Emma Dolfinger,\n\ndirector, division of health education, American Child Health Association, New\nYork City; Responsibility of Schools for Conservation of Vision, Lewis H. Carris,\nmanaging director, National Committee for the Prevention of Blindness, New\nYork City; Fresh Air for the Schools, Mary E. Murphy, Elizabeth McCormick\nMemorial Fund, Chicago, Ill. An animated discussion followed Miss Murphy's\npaper concerning new ideas as to methods of ventilation, in which not only school\nmen and women took part, but also a prominent architect from Hartford, Conn.\nDr. William B. Owen then introduced a resolution prepared by a subcommittee\n\nof the Joint Committee on Health Problems in Education in recognition of Dr.\n\nKeyes and his splendid contribution to education. This resolution which follows,\nwas unanimously endorsed by the National Council of Education :\nThe National Council of Education records in its minutes an expression of sorrow and sense\nof loss in the death of President Charles H. Keyes , of Skidmore College. President Keyes\nwas a leader in the teaching profession in America for the years of his active life. He was\n\nteacher, superintendent, college president, and in these responsible positions he won success and\ndistinction. He was a master of English diction, a clear and illuminating thinker, a courteous\nand charming gentleman, a bold and fearless spokesman of his convictions, an outstanding\nfigure in the deliberations of the National Council and the National Education Association.\n\nPresident Keyes was president of the National Council of Education for the years 19101913. At the meeting held in San Francisco in 1911 , he had the vision and courage to advocate the acceptance of the offer of the American Medical Association to form a Joint\nCommittee on Health Problems in Education. He appointed the committee and later became\na member of it, to remain as such until his death.\n\nThis committee has had an influence on\n\nhealth education in America that cannot be appraised save from the standpoint. of years to\ncome. In the work of this committee, President Keyes was diligent, constructive, wise, and\naggressive. His vision, courage, and determination were essential through a period of experiment often attended by obstacles and indifference. He lived to see the work of the committee result in the report on Health Education made at Washington in July, 1924. His\ncolleagues on the committee rejoice that he was spared to participate in the satisfaction\njustified by the reception accorded to this work of years.\nThe Joint Committee on Health Problems in Education, the National Council of Education,\nthe National Education Association, and American education have profited by the unselfish,\nsustained, and intelligent service rendered by Charles H. Keyes.\nAdopted and ordered to be spread on the minutes of the National Council of Education\nand tobe communicated to his family, at the session of the Council held at Cincinnati, Ohio,\nFebruary 24, 1925. Proposed by a subcommittee of the Joint Committee on Health Problems\nin Education.\nCommittee- HOMER H. SEERLEY\nWILLIAM M. DAVIDSON\n\nWILLIAM B. OWEN, Chairman.\n\nHenry Lester Smith, dean of the school of education, Indiana University,\nBloomington, Ind., and chairman of the Committee on Vocational Education, presented a report for his committee, which summed up the progress of the work of\nthe Subcommittee on Part-Time Education.\n\nIn a brief talk Charles McKenny, president, State Teachers College, Ypsilanti,\n\n"}
{"page": 293, "printed_page": null, "text": "268\n\nNATIONAL EDUCATION ASSOCIATION\n\nMich., and chairman of the Committee on American Teachers Colleges, emphasized\nthe need of properly financing American teachers' colleges and the critical position\nin which these colleges are now placed because of limited financial support. He\nintroduced Lyman B. McMullen, president, State Teachers College, Flagstaff,\nAriz. , who discussed the Teaching Load of Teachers Colleges.\nThe preliminary report of the Committee on Extension Education was presented\nby the Chairman, Charles S. Meek, superintendent of schools, Toledo, Ohio.\nDr. Gwinn, president of the National Council of Education, reported that the\nNational Education Association had agreed to take over the work of the Committee on Education for Democracy, of which A. Duncan Yocum, professor of\n\neducational research and practice, University of Pennsylvania, had been chairman, and that, therefore, this committee would cease to function in the National\nCouncil of Education, and a new committee would be organized in the National\nEducation Association, of which Dr. J. O. Engleman, superintendent of schools,\nTerre Haute, Ind., had been designated as chairman.\nTHIRD SESSION-WEDNESDAY AFTERNOON, FEBRUARY 25, 1925\nThe meeting was called to order by the president at 2:15 P.M. in the auditorium\nof the American Legion Club. The final report of the Committee on Visual Education was presented as follows: The Place of the Still Picture in Education,\n\nCarl W. Salser, State Teachers College, Emporia, Kans .; Organization for Visual\nEducation, A. G. Balcom, assistant superintendent of schools, Newark, N. J., introduced by David B. Corson, superintendent of schools, Newark, N. J., member\nof the committee ; A Last Word, Linnaeus N. Hines, president, State Normal\nSchool, Terre Haute, Ind. The last report of this session was made by the Committee on Character Education. Milton Bennion, dean of the school of education,\nUniversity of Utah, Salt Lake City, in the absence of E. O. Sisson, Reed College,\nPortland, Oreg., scheduled to report on Processes of Character Education, read\nDr. Sisson's paper. The remainder of the report of this committee was presented\n\nas follows : Classroom Procedure for Character Education, H. B. Wilson, superintendent of schools, Berkeley, Calif .; A Selected Bibliography for Character\n\nEducation, J. W. Searson, University of Nebraska, Lincoln, Nebr.\nThe committee appointed to consider the requests for endorsement from certain\n\norganizations of their activities, by the National Council of Education, made recommendations through the chairman, M. G. Clark, as follows :\n1. That the work of the Simplified Practice Division of the United States De-\n\npartment of Commerce, on steel lockers be endorsed.\n2. That the Child Labor Amendment be endorsed as per the request of the\nNational Education Association through its Field Secretary, Miss Charl 0.\nWilliams .\n\nThis committee also presented the following:\n\n\"Your committee, upon expressing their interest and endorsement of the World\nCourt, wish to submit with that their recommendation for a like endorsement of\nthe League of Nations.\"\n\nThis action of the committee was approved by the Council.\nThe requests of Robert J. Aley, Irvington, Ind., T. E. Johnson, Lansing, Mich .,\nand Anna Laura Force, Denver, Colo., to have their enforced absences from the\nmeeting excused were granted.\n\nThe Committee on Membership recommended that membership vacancies held\nover from the summer meeting, be filled as follows : C. R. Richards, superintendent\n\nof schools, Ardmore, Okla., to succeed Anna Wilson, deceased; term expiring in\n1925. William McAndrew, superintendent of schools, Chicago, Ill., to succeed\nNeil C. McDonald, deceased; term expiring in 1927.\nAdjourned.\n\n"}
{"page": 294, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n269\n\nTHE NEED THE COUNCIL HAS FOR THE DEPARTMENTS\nOF THE NATIONAL EDUCATION ASSOCIATION\nJ. M. GWINN, SUPERINTENDENT OF SCHOOLS , SAN FRANCISCO, CALIFORNIA\n\nThe Council of Education by its long term membership and self-perpetuating membership is especially exposed to the dangers of closed-circuit thinking. To make the Council most virile contacts must be established with\neach of the several Departments of the National Education Association\nas well as with the Association itself.\n\nThe Council is the investigating and reporting agency of the National\nEducation Association. It has in times past and is continuing to render\nthis service to the Association.\n\nSince the establishment of the Council the\n\nAssociation has been divided into Departments, and in recent years several\nof these have grown to great size and importance and are finding in their\n\nrespective fields many problems which need investigating. Special committees have been appointed by each Department to conduct investigations,\nso that no longer does the Council control the research work of the National Association. I am not insisting that it should do this. It is an\nopen question whether or not it would be wise so to constitute the Council\nand relate it to the several Departments that it could serve all the Depart-\n\nments as it formerly did the National Association. If this were done the\nCouncil would absorb the Research Department of the Association and\n\nthe director of research might become the director for the Council and\nall appropriations for investigations would be made to the Council.\nWith the development of the Departments and the growth of class\nconsciousness, there comes the danger that each Department will shut\nitself up within itself and consequently separate itself from the other\nDepartments. The truth that we are members one of the other must\never be kept in mind else the National Education Association will become\nan aggregate of disjointed parts and not be the splendid organism which the\nbest educational results demand.\n\nIf the Council is not to be made into\n\nthe special agency for serving all Departments by taking charge of their\ninvestigations, it should at least be the clearing-house for the research and\nreports of the several Departments.\nEducation cannot free itself from the charge of attempting to lift itself\nby its own boot-straps. Introspection has been the method used so habitually by education in its endeavors to improve itself that the eyes have turned\ninward and become fixed with resultant blindness to the world about .\n\nIn these later days there have come to school administrators and teachers\na knowledge of and an appreciation of the connection of education with all\nthe other elements and activities of society. With this knowledge and appreciation have come attempts to improve education by looking not alone\ninto the schools but outward to the facts of home, State, and vocations .\nWe now know that the outward look is needed as an aid to the inward\n\nlook.\n\nModern researches on the course of study are not content to ex\n\n"}
{"page": 295, "printed_page": null, "text": "270\n\nNATIONAL EDUCATION ASSOCIATION\n\namine and re-examine the courses found in many States and cities but will\ninvestigate spelling and arithmetic, geography and conduct as used and\nfound in the workers on farms and in the factories and as members of\nhomes and civic societies.\n\nSpecialization brings ever the danger of insulation in one's thinking.\nVocations tend to shut in and short-circuit the currents of one's thought\ntill all connections with other fields of thought are broken, or if not\nbroken, so imperfectly made as to distort the facts in other fields. The\nvocation of teaching seems to shut down about the workers in this vocation till all the sky is school. It is not unusual that teachers summer after\nsummer take practically the same courses in method ofteaching the branches\nthey must teach their pupils. Teachers are ever demanding courses that\nbear directly on their daily tasks. I wonder if many of these teachers\nwould not be more benefited by breaking the circuit and taking courses\nor acquiring experiences in fields somewhat apart from that of their daily\nwork. It might be especially desirable that teachers be compelled to\npursue courses leading to an understanding of the facts of 1925, the radio,\nroad building, social and economic and political problems. By doing this\nthe gap between the field of thought of teachers and the fields of experience\nof their pupils might be closed, and teachers be more en rapport with\nyouth.\nThe unknown is terrifying. It is always somewhat of a shock and a\nsurprise when the unknown becomes the known to find it so like the old\n\nand familiar. The most startling revelation to the older and more highly\ndeveloped Department of Superintendence has been the discovery of the\nfact that classroom teachers and principals in their organizations are\nmoved by the same high purposes and use the same scientific methods as\ndo superintendents. It is now an open secret that in the past the Department of Superintendence ascribed to itself all of the high professional\nattributes and deplored not a little the lack of professional ideals of teachers\nand principals. It has been quite a blow to the egotism of superintendents\n\nto find that they no longer have valid grounds for assuming the \"more\nholy than thou\" attitude toward principals and teachers. The yearbooks\nand programs of the Department of Elementary School Principals and\nClassroom Teachers of recent years give abundant evidence that these\n\nDepartments with others are just as unselfish and just as highly professional\nas the Department of Superintendence thought itself to be.\nIt is splendid that these younger members of the National Education\nAssociation are developing so rapidly and efficiently. There must, how-\n\never, be no middle wall or partition separating the several Departments\nof the National Association. There must be provided ways and means for\n\ncommon understanding and mutual work. There must be nothing \"super”\nabout superintendents that separates them from other groups of workers,\nnor anything \" class\" about classroom teachers that closes the doors on the\n\nprincipal. In our several Departments we must of necessity direct our\nefforts mainly toward our own most pressing problems. In doing this we\n\n"}
{"page": 296, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n271\n\nfind ourselves confronted with the fact that these problems, both in their\nnature and solution, spring from and enter into the field of every other\n\nDepartment.\n\nSuperintendents need to see with the eyes of principals,\n\nhear with the ears of supervisors, and feel with the hearts of teachers.\nThe teacher also must survey a wider realm than the kingdom of the\nclassroom. She must be principal, supervisor, and superintendent, and ,\n\nmay I say, pupil and parent before she can see with clear vision and in\nproper dimensions the apparently petty problems of her daily program\nas well as to appreciate fully the importance and magnitude of the art\n\nshe plays in the program of changing things into what they ought to be.\nThe Council of Education seems to be the most logical means for promoting the unity and continuity of the research work of the several Departments. It is to the Council that each Department may bring its problems for study and discussion or may bring the results of its separate study\nfor criticism and integration into the whole educational organism of which\nthe Department is a part.\n\nThe proposed new organization of the Council will bring into the\nCouncil as active members ten from each of the Departments. These ten\nshould be such persons as are qualified and disposed to direct with the aid\nof the Council and with assistance called in for special service the studies\nneeded to be made by the Departments. The proper functioning of the\nCouncil will require the service of a permanent research department, which\nservice could doubtless be performed by the present Research Department\nof the National Association. It may also be wise to provide that the\nmeetings of the Council shall be held in the two days preceding or following the meetings of the Department of Superintendence and of the\nsummer meeting of the National Association.\n\"Life,\" said Herbert Spencer, \"is the continuous adjustment of internal relations to external relations.\"\n\nThere must be contact with the\n\noutside. An organization, the members of which commune with fellowmembers only naturally develops a hard shell and later dies. The life\nof the Council depends upon outside contacts with the Departments, and\nit is equally true that the life of the Departments depends upon the contacts with one another and with the Council, which may well be found\nthrough the service which the Council of Education can afford.\n\nTHE SERVICE THE COUNCIL OF EDUCATION CAN\nRENDER THE NATIONAL EDUCATION ASSOCIATION\nJESSE H. NEWLON , PRESIDENT, NATIONAL EDUCATION ASSOCIATION AND\nSUPERINTENDENT OF SCHOOLS, DENVER, COLORADO\n\nThe National Council of Education can render its best service not only\nto but through the National Education Association, but its service always\n\nhas been and always should be not merely to an organization but to the\n\n"}
{"page": 297, "printed_page": null, "text": "272\n\nNATIONAL EDUCATION ASSOCIATION\n\ncause of public education, and for that reason I wish to give a broader\nscope to the discussion than that indicated by the subject.\n\nThe past twenty years have seen a remarkable development of teachers'\nprofessional organizations in this country. Associations have not only\ngrown in numbers but they have increased in membership at an amazing\n\nrate. They have not only grown in membership and multiplied in numbers, but they have become exceedingly complex and detailed. Witness\nthe meeting of the Department of Superintendence. I remember well the\nfirst meeting of this Department that I attended. It was at Louisville,\nKentucky, in 1906. That meeting was a simple affair compared to the\npresent one. The attendance was small compared to that of today, and\nthe number of departmental and sectional meetings was much smaller .\nToday we have a great convention with eight or ten thousand in attendance; with numerous departmental meetings touching almost every phase\nof the problems of administration, supervision, and research. Organizations\nsuch as the Society for the Study of Education, the Department of Ele-\n\nmentary School Principals, the Association of High School Principals are\nholding numerous meetings dealing in great detail with the problems of\ntheir special fields. This is typical.\nA generation ago the National Council of Education was a body of great\nimportance. Membership was highly coveted and carried with it great\ndistinction. Relatively, the deliberations of the Council received wide\npublicity. I am sure that membership in the Council is still regarded as\nan honor. I am sure that every member appreciates highly the privilege\nand the honor of this membership, but it is evident that the Council has\nbeen overshadowed by the multiplicity of organizations, both general and\ndepartmental, that have risen and flourish today.\nIn looking over the program of the Council, I do not discover that\nthere is much difference between its program and that of numerous departmental organizations or even of the Association itself.\n\nThis is shown\n\nby its list of committees. In 1923, President Gwinn enumerated eighteen\ncouncil committees : Participation of Teachers in Management of the\nSchools; Reorganization of Seventh, Eighth, and Ninth Grades; Extension Education; Health Problems in Education ; Teaching Democracy ;\nAmerican Teachers College; Vocational Education ; Rural Education ;\nSocial Well-being; Thrift Education; Character Education; State Levies\n\nand Other State Funds for the Support of Elementary and Secondary\nSchools; Continuity of Education; Adult Illiteracy; Visual Education ;\nTraining of Teachers in Service; Teachers Welfare, and Graduate Education.\n\nLet us examine this list. We find committees on the junior high school,\n\non vocational education, on thrift, on character, on illiteracy, on visual\neducation, and on other subjects which are covered by committees of the\n\nNational Education Association itself, or by the Department of Superintendence, or by other Departments of the Association. Frequently we\nhave two or three committees working on the same problem. Frequently\n\n"}
{"page": 298, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n273\n\nthere is a lack of correlation. There is not the coöperation between com-\n\nmittees that there ought to be, with resultant extensive duplication of\neffort.\n\nThere may be some argument for this duplication of committee work\nand investigation. For example, the Department of Classroom Teachers\nmay approach a problem from a slightly different angle than would the\nDepartment of Superintendence. Then too, this is a big country with an\narmy of teachers, and it is well to have many thousands of teachers studying the problem of education.\nAdmitting this argument, I maintain that it does not apply to the Council of Education. The membership of the Council is composed of men and\nwomen who are active in the work of numerous other teachers' organizations. Many of them are active in the departments, many in the work\nof the Association itself. Most of them are active in teachers' organizations in their own State. Most of them are serving on committees of\nvarious organizations. Many of them serve on numerous committees.\nAccepting membership in the National Council, they find themselves in\nan organization which is carrying identically the same program that is\nbeing carried by the other organizations to which they belong. They are\nput on more committees to study the same problems.\nWe are overlooking a difference in functions. The National Education Association itself is responsible for formulating a national policy. The\nDepartment of Superintendence speaks for the interest of public school\nexecutives. The Department of Classroom Teachers speaks for the interest of the classroom teacher. The State association addresses itself to the\n\nproblems of its own State, while the mission of the National Council is a\nmore general one. It is not, and should not be the spokesman of any\nparticular group.\n\nIn the past two decades, research agencies have multiplied by leaps and\nbounds. There are associations that exist primarily for fostering educational research. Practically every important organization has its committee or department of research . To my mind it is a useless and a needless\nduplication for the National Council to undertake research or the direction\nof research.\n\nMost of the committees of the National Council should not\n\nattempt the type of committee work as that indicated by the list of committees that I have just read. If the National Council can do no more\nthan duplicate the work of other organizations and other committees at a\ntime when professional organizations have already become too numerous\nand too complex, then it ought to go out of business.\nThe question remains then, \" Is there a function for the National Coun-\n\ncil? Is there important work for it to do ?\"\n\nMy answer is \"Yes. \"\n\nThere is a most important service for the National Council to perform\nand it ought to be doing this work. I quote in part from the preamble\nof the Council :\n\nThe National Council of Education shall have for its object the consideration and\n\ndiscussion of educational questions of general interest and public importance, and\n\n"}
{"page": 299, "printed_page": null, "text": "274\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe presentation, through printed reports, of the substance of the discussions and\nthe conclusions formulated. It shall be its object to reach and disseminate correct\n\nthinking on educational questions; and, for this purpose, it shall be the aim of the\nCouncil, in conducting its discussions, to define and state with accuracy the different views and theories on the subject under consideration, and, secondly, to discover and represent fairly the grounds and reasons for each theory or view, so\nfar as to show, as completely as possible, the genesis of opinion on the subject.\nIt shall be the duty of the Council, in pursuance of this object, to encourage from\nall its members the most careful statement of differences in opinion, together with\nthe completest statement of grounds for the same. It shall further require the\ncareful preservation and presentation of the individual differences of opinion,\nwhenever grounds have been furnished for the same by members of the Council.\n\nIn my opinion, the Council has rendered its greatest service to the\n\nprofession when it has most nearly lived up to the program outlined in\nthis portion of the preamble. It is true that the preamble also provides\nfor the appointment of committees, but whatever may have been the purposes of the founders in respect to committees, I am convinced that the\n\npresent committee program of the Council should be abandoned. The\nCouncil should be reconstituted, and the conduct of a program of discussion, such as its founders have described in the preamble, should be considered its primary function.\nWe are in danger of losing in our professional meetings the art of discussion. We are in serious danger of underestimating the value of discussion. I fear that we do not appreciate the value that comes from a\n\"most careful statement of differences in opinion, together with the completest statement of grounds for the same.\"\n\nWhat is the program of the Council today? It consists of set addresses\nsuch as my own, of committee reports, and of a small amount of desultory\ndiscussion.\n\nEven I can remember when discussion obtained to some de-\n\ngree in meetings of the Department of Superintendence itself, but with\nthe growth in numbers discussion has long since departed from its general\nsessions. Four years ago a vigorous effort was made to restore the Department of Superintendence to something of its pristine character. A little\nwas accomplished, but the drift to large numbers and complexity was too\nstrong to be withstood.\n\nIn this country a few organizations, consisting of small groups of\nleaders in our profession, come together in an intimate way for a free\ndiscussion of the educational problems of the day. The members of such\ngroups bear testimony to the great value which comes from these discussions\nin clarifying educational thinking. Undoubtedly it was originally intended\nthat the Council should serve some such function; that there should be\ngathered within the membership of the Council the leaders in American\npublic education and that in these meetings they would be afforded the\nopportunity for a free discussion of the great educational problems of the\ntime. I submit the thesis that there is more need for an organization of\nthis kind today than there was when the Council was founded. We should\n\nabandon standing committees. We should give up detailed investigation\ninto visual education, into sources of school revenue, into textbooks, into\n\n"}
{"page": 300, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n275\n\nteachers' certification, into a hundred other subjects. There are numerous\nother organizations and agencies for the conduct of such investigations.\nThe Council should provide opportunities for discussion and for debating the great issues of public education. I would make of the Council a\nsenate. There should be drawn into its membership the leaders in American education. If you scan the membership of the Council as it stands\ntoday, you will see that there are men and women who ought to be in the\nCouncil whose names are not to be found therein. May I venture to\nmention such men as Randall J. Condon, Ellwood P. Cubberley, John\n\nDewey, James E. Russell, Frank E. Spaulding, Lotus D. Coffman, W. W.\nCharters, E. L. Thorndike. The present membership of the Council is\none hundred and twenty. The Council must be kept relatively small.\nIf the number were two hundred we might expect an attendance of from\none hundred to one hundred and twenty. If four sessions were held in\nconnection with the meetings of the Department of Superintendence and\nfour in connection with the summer meeting, opportunity would be given\nto the members to express themselves on the subjects in which they are\nmost interested or most capable of discussion. A slight increase in the\nmembership would enable the Council to enroll within its ranks many of\nthose who are considered as the leaders in education at the present time.\nI am not concerned primarily with the method of election. The process\nof scrutiny ought to be a severe one.\n\nWhat then would be the program of council meetings under such conditions ? These are some of the subjects which might well be debated\ntoday, were we operating with such a program:\n1.What shall we do about the demand for formal moral instruction in the\nschools?\n\n2. What should be the attitude of the teachers of America towards the move-\n\nment for world peace and towards disarmament ?\n3. Do we want a national Kultur?\n\n4. Can America afford free education of secondary and collegiate grade ?\n\nThe mere mention of such topics in a group of schoolmasters will generally get this response : \"We ought to appoint a committee to investigate\nthat subject. \" We do not have enough investigation and research, but we\ndo have too many committees. We do not have enough research and we\ndo not have enough discussion. Discussion is needed for the analysis and\ninterpretation of the findings of research. Out of these discussions would\ncome movements and policies of inestimable value to American public\neducation. If the Council were conducting such discussions out of them\nwould come many suggestions of work to be done by the National Education Association itself.\n\nI would make of the National Council a National Academy of Education. In this academy should be enrolled all those whose achievements\nhave entitled them to be regarded as the outstanding leaders .\n\n"}
{"page": 301, "printed_page": null, "text": "276\n\nNATIONAL EDUCATION ASSOCIATION\n\nSERVICE THE NATIONAL COUNCIL OF EDUCATION CAN\nBEST RENDER THE NATIONAL EDUCATION ASSOCIATION AND ITS SEVERAL DEPARTMENTS\nJULIA A. SPOONER, PRESIDENT, DEPARTMENT OF CLASSROOM TEACHERS\nPORTLAND, OREGON\n\nWhat service can the National Council of Education render the Depart-\n\nment of Classroom Teachers ? The first service the Council can give is\nto know the classroom teacher of today. She is not the teacher you knew\ntwenty-five years ago, not even ten years ago. The growth and development of educational systems has been paralleled by a growth and development on the part of the teacher. That was to be expected by thinking\npeople, since it would seem obvious that no great educational plant can have\na greater output than the sum of the output of the individual workers\nwithin it.\n\nTeachers in the mass are fast approaching the time when they may be\nconsidered as responsible, initiating factors in organizing and administering\npublic education. Many of the individuals within the group have already\ndemonstrated their ability to work on terms of equality with those hitherto\ncalled \"leaders in education\" in whatever phase of educational leadership\nthe opportunity offers. Yet too many of our administrators are still unconscious that the classroom teacher is becoming aware of the fact that\nthere are educational problems to solve ; that she has professional problems\nof her own which she must solve, which none but she can solve. We are\nyet too confused in our minds regarding \"class consciousness.\" Too much\nfear is manifested lest this \"class consciousness\" become a narrow disposition\nto use the advantage of numbers for selfish group advancement; too little\nwillingness to recognize that it is the dawning pride of position, the recognition that the place in education which is occupied by the classroom teacher\nis the strategic position so far as the development of the child is concerned,\nand an acceptance of what that fact means in determining the status of\nthe classroom teacher in the ranks of educators. Perhaps our recognition\nof our own importance and our newly awakened consciousness of our\nnumerical preponderance in the educational world has made some of us a\nbit overbearing and noisy. Those who have felt that this is true may also\nremember that it is a fault of youth which time alone will cure and that\nthe classroom teacher as a recognized associate in education-planning and\nin education-administering is very youthful indeed. It has been intimated\n\nby those versed in the history of the National Education Association that\nother groups have manifested like tendencies until they were sobered by\nage, humbled by knowledge, and disciplined by experience.\nYet, whatever her faults and failings may be, the classroom teacher,\nupon recognition of her status, has gone about it to make herself fit for\nresponsibility . There is no group so insistent upon higher qualifications,\nnationally standardized requirements for certification and better training in\nprofessionalism than is our group. Can you help us to bring these things\n\n"}
{"page": 302, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n277\n\nabout ? We must have a better understanding with our teacher-training\ninstitutions, more coöperation between the experienced teacher in the field\nand the training teacher and her instructors in those institutions to bring\nabout the last.\n\nWe and our administrators must work together and in\n\nlarger units to gain the second, and to gain the first all of us must work\nin closer harmony with those who furnish the financial support of our\nschools, for until we can offer higher salaries than our national average now\nis, our insistence upon better preparation must be fruitless. More than\nthat, we must make it clear that discrimination against a child because\nhe is six years old instead of sixteen, or because he is a rural child instead\nof an urban one, must cease . All are entitled to teachers of equal prepa-\n\nration, and in turn the teachers are entitled to equal financial consideration,\nbased on preparation and training, regardless of the grade or place in\nwhich they choose to serve. Fundamentally, there is no year in a child's\nlife more important educationally than any other. This Council of Education, whose finest service it seems to me has been in the clarifying of\nnational thought on education through free discussion, can certainly help\nus there.\n\nWe are trying in this Department to stimulate our members to contribute to educational method and procedure as well as to receive ; to be\naware that there is a contribution which they can make; to be unafraid\nin offering what they have acquired from years of observation and experi-\n\nence, knowing that it has a value because it is first-hand, practical knowl- .\nedge. We have come to realize that education is not a one-man job ; that\nthe superintendent cannot settle questions alone, even if he wishes; that\nquestions so handled are never even temporarily disposed of; we have\nlearned that no educational question is ever settled, but that it comes\nnearer a rational solution when all concerned in it concern themselves in\nits solution.\n\nThe classroom is, and always will be, the scene of the teacher's greatest\ncontribution to education; your greatest help to us can be in helping us\nrealize and remember that we are teaching children, not subjects. To\nmake our children grow to their utmost capacity is our classroom aim.\nWe are measured by their development and by their reaction to the problems of their world, not by our spectacular teaching \"stunts.\" Can you\nhelp us to make administrators and the general public realize that the\nadministrator from the educational side of his work (not his business administration) must ultimately be measured by the capacity of his teachers\n\nfor self-development, initiation, research, administrative ability in their\nfields, and by their promotion of education before the public, and not by\nhis exclusive pre-eminence in the educational field. It takes a big man to\n\ndevelop in his teachers a desire to organize for professional service, to\npush them out of their limited classroom point of view and scope of activity into a participation in educational movements of national significance.\nYet, if any single thing requires to be done to assure educational progress\nand adequacy, that ability to advocate the professional organization of\n\n"}
{"page": 303, "printed_page": null, "text": "278\n\nNATIONAL EDUCATION ASSOCIATION\n\nteachers on the part of administrators seems most needed. You in this\nCouncil have the opportunity to do this service through your interpretation\nofthis need,both to teachers and to administrators.\nYou ask ifyou canhelp usin research work. We have the Research Department ofthe National Education Association; in our own department\nwe are doing some research work, not only for the value of the material\nwe gather together, but for the education of our own group in doing it.\nWe need the experience of doing it. Much of what we do may seem to\nyou trivial, but it closely affects us and our work, and what helps us to\nhelp ourselves has a definite value in education. We should not like to\ngive itover to other hands to do.\n\nEightyper cent of the membership of the National Education Association\nis made up of classroom teachers, yet only twenty per cent of the teachers\nofthe United States belong to this national group. We are attempting to\nreach the teacher who is not yet conscious of her professional obligations,\ntopresent to her thework that theDepartment and the National Education\nAssociation are doing to improve the conditions under which teachers work.\n\nFor many years you have played a conspicuous part in determining the\npolicies of this National Association. Not many members of our Department are included in your membership. Yet many of us recall that much\nof the inspiration we have had in the annual conventions has come from\n\nour opportunity to sit \"on the side lines\" and listen to the discussions\nthrough which your conclusions have been reached. We believe that your\nbest service to us will lie in your willingness to appreciate our attempts to\naid in improving the classroom service throughout the country, to help\nus to appraise our labor, and to interpret us and our ideals to those who\nas yet \"know us not.\"\n\nIMPROVEMENT OF TEACHER TRAINING FOR HEALTH\nEDUCATION IN THE SCHOOLS\nEMMA DOLFINGER, DIRECTOR, DIVISION OF HEALTH EDUCATION , AMERICAN\nCHILD HEALTH ASSOCIATION, NEW YORK CITY\n\nNo part of education has shown such swift changes in the past few years\nas health education. Ten years ago, schools in general seemed to see in the\nchildren trooping through their rooms only disembodied minds-minds\nfloating about completely detached from the concerns of daily living, if\nwhat was poured into these minds were any criterion of the purpose of the\nteaching. Abstractions about the structure of the body were common, but\nconstructive applied health teaching was seldom seen in any curriculum.\nThen came a period of awakening when it was asked if the classroom\nteacher could not teach health. Then followed a time when a group of\nchild health authorities, led by the late Dr. Emmett Holt, together with a\ngroup of pediatrists and nutrition workers, took counsel and after months\n\n"}
{"page": 304, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n279\n\nof careful consideration laid down some simple rules for child health, in-\n\ncluding only the essentials possible to any child and fundamental to his\nhealth and growth.\nRules of the game, as they were named, were presented to teachers,\nparents, even social workers, together with the suggestion that regular\nweighing and measuring be used as a means of further interest. The belief was that by using sufficiently interesting methods, children could be\nenlisted to live these rules with consequent improvement to their health.\nThe plan succeeded. Teachers found it possible to modify child behavior by such methods. The more successful the teacher, the more insistent became her demand for more knowledge to fortify her teaching.\nIn consequence, extension courses sprang up for teachers in service; summer\ncourses developed in universities and Chautauquas; and health education\ncourses now take their places in the catalogs of most institutions.\nBut such methods are inadequate, since even now but a small number\nof our children are being reached with positive health education. This\nwill be true until every teacher who leaves her training school, goes forth\nhealth minded and professionally trained to conserve and to improve the\nhealth of every child who shall come under her care. It is a problem\nfor the teachers' college worthy of its best efforts.\n\nLast week there was held in this city a series of informal conferences\non Health Problems in Teachers' Colleges and Normal Schools. Participated in by members of the American Association of Teachers Colleges,\nJoint Committee on Health Problems in Education, and American Health\nAssociation. The discussion showed infinite diversity in the details of\nadministration in the conception of student needs and how to meet them,\nin the interpretation of a school's responsibility in the matter of health\neducation. But certain large lines of thought emerged as fundamental to\n\nany program in any school. These I wish to indicate to you.\n1. Determination and in some institutions demand to aim at a much\n\nhigher physical efficiency and hence social efficiency of the students than\never before.\n\n2. Need to provide students with a stock of fundamental knowledge so\n\nselected from the sciences as to increase intelligence of behavior in relation\nto personal and community health situations .\n3. Need to give students the arts, skills, and enthusiasms for making\nhealthy children, by modifying behavior, by creating proper attitudes, and\nby giving functioning knowledge.\nMay I enlarge a little on the first aim in training teachers for health\neducation? It is a fair test of any preacher's program to say: \"What\nhas it done for you?\" Is it not fair, therefore, that the faculty of the\ntraining school should be hearty supporters of the health examination ?\nshould take steps to remove their own handicaps ? should follow some\nform of active outdoor recreation ? should observe the \"Rules of the\n\nGame\"? and should be profoundly ashamed of preventable illness and of\nany degree of inefficiency traceable to less than positive good health.\n\n"}
{"page": 305, "printed_page": null, "text": "280\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe maintenance of high physical efficiency in the interest of high\nsocial efficiency should have some sort of professional recognition in faculties as well as in the student body. This is one important step toward\nimproved teacher training.\n\nFor such an attitude at the top, student health examinations with corrective and educational follow-up would be dignified and more closely\nknit into the professional conception of the student's professional responsibilities.\n\nSimilarly the question of housing and feeding of students would become\nas much educational as utilitarian.\n\nIn recent discussions, it is evident that\n\nmany of the colleges are already putting all college feeding under the control of a health minded and scientifically trained food expert. An organization that forces housing standards in affiliated homes up to the living\nstandards of the best (not the most elaborate) in modern dormitories, will\nsafeguard and teach in these realms.\nIn the field of recreation, the conferences brought out descriptions of\nmovements to provide opportunity to acquire skill in the techniques of the\n\nsports and activities which can be carried on in any community after college-both to give assets for later personal enjoyment and to give professional leadership skills in this field. Also most significant is the growing emphasis on athletics for all, athletics not only as an expression of\nphysical well being, but also as a means thereto, athletics for every student\nas well as \" team athletics\" for the gifted few.\nIn so brief a summary of the needs and tendencies in teacher training\nfor health education, one can only point out the trails. In the field of\nsubject-matter the significant point in present-day thought is recognition\nof the need to include more of the sciences and the arts in the health\n\neducation program.\n\nAdministrators are looking for a new type of science teachers (in social,\nphysical, and biological sciences) . They want the man or woman whose\n\npoint of view is social-educational. They want the man who has the\ntraining and the vision to reorganize a science subject-matter in relation to\nthe classroom teacher's needs which are for functioning knowledge, ap-\n\nplicable to the immediate needs of daily life. They want the teacher who\ncan and will bring his science equipment to the service of all the other\nfactors and courses contributing to the program. Coördination, working\ntogether, reintegration of existing courses, rather than additional courses ,\nare the immediate needs .\n\nIn the recent conference such pioneer courses were described-courses\nin which the rich kernel of useful application to the needs of daily life\n\nmade up the course, rather than the former logical pure-science content\nhitherto alone considered respectable by science teachers.\nSuch needs as the above cannot be met by accident. Nor can we pro-\n\nceed with certainty on a basis of opinion alone. Research into the nature\nand content of such courses is necessary.\n\nDr. Frazier, of the Colorado\n\nState Teachers' College, the other day expressed belief that if all teachers'\n\n"}
{"page": 306, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n281\n\ncolleges would bind together, divide the work, and pool their results, in a\nvery short time we should have a scientifically constructed course of study\nfor the training of teachers. I should like to add to Dr. Frazier's last\nsentence the phrase, \"in health education.\"\nThe third essential is providing the teacher with the arts, the skills, and\nenthusiasms to put into action the health program. Without this factor ,\nthe other two are inadequate. The most heartening feature of the recent\ndiscussion was descriptions of training schools where there are now in operation complete programs following the plan outlined in the Report of\nthe Joint Committee on Health Problems in Education .\nStudent teachers thus see and assist in the health education activities of\n\nchildren. They watch the youngsters grow in strength, in poise, in health,\nin the joy of life that comes when the body puts no barriers before the free\nspirit . The students experience the satisfaction and conviction that comes\nwhen one learns to convert a health enthusiasm into a health achievement.\nThus are real teachers of health made.\n\nIn conclusion, may I point to the need for experimentation, for research,\nand for conferences in unending cycles, as the essential needs for the\nimprovement of teacher training in health education.\nThe 1925 Yearbook of the Department of Superintendence contains\nsummaries of the research in various elementary school subjects-among\nthem, health and physical education.\nThe recent normal school health conferences expressed the conviction\nthat we must have such studies on the teacher training level. With this\n\ndesire, I again express the hope which the Joint Committee and the Technical Committee have long held-namely, that this Joint Report may\nstimulate those studies in the fields of student health service, of health\neducation courses, and of practice teaching, so necessary for the development of the well-balanced program in teachers' colleges.\nAny teacher with enthusiasm can improve the health of his pupils by\nleading them to follow the \"Rules of the Game,\" but he cannot make his\ngreatest contribution without training. It is, therefore, plainly our high\n\nopportunity, in the teachers' colleges to support enthusiasm and conviction,\nwith enlightenment and skill.\n\nRESPONSIBILITY OF SCHOOLS FOR CONSERVATION\nOF VISION\nLEWIS H. CARRIS, MANAGING DIRECTOR, NATIONAL COMMITTEE FOR THE\nPREVENTION OF BLINDNESS, NEW YORK CITY\n\nModern school systems are concerned not only with imparting knowledge but also with the physical condition of those to whom knowledge\n\nis to be imparted. This is witnessed by the rapid rise of health education\nin our public schools. Sight conservation is a definite and important part\n\n"}
{"page": 307, "printed_page": null, "text": "282\n\nNATIONAL EDUCATION ASSOCIATION\n\nof every health program. Vision, poor enough to constitute an educational\nhandicap, is responsible to some extent for retardation, added cost of\nschool systems, failure to obtain an education, elimination from school ,\nand juvenile delinquency.\nThe removal of the effects of serious visual deficiencies by schools in\ncoöperation with the medical profession will reduce retardation cost,\nelimination, and the delinquency above referred to.\nIt is important that school administrators should have some knowledge\nof the amount of seriously defective vision existing among school children\nthroughout the country in order that they may judge the extent of this\neducational handicap.\n\nRecent studies indicate that from 1/10 to 1/8 of the children in the\npublic schools suffer from visual handicaps serious enough in their nature\n\nto be classed as \"health defects.\"\n\nFortunately, a considerable part of\n\nthis 10 to 12 per cent have educational handicaps which can be obviated\nby wearing properly fitted glasses. Unfortunately, only a small number\nso handicapped have been provided with such glasses.\nIn general, school systems have two main responsibilities in conserving\nsight:\n\nFirst: The elimination of causes insofar as they inherently exist in the\nphysical conditions of poor housing and lighting, in the use of poorly\nprinted textbooks, in the inculcation of poor physical habits, and in the\nrequirement of work which necessitates eyestrain. The limits of this\npaper will not permit a discussion of this responsibility.\nSecond: The discovery as far as may be possible of children in school\nwith such poor sight that they are educationally handicapped, and to provide for the removal of this handicap or, when complete removal is impossible, to provide for education around such a handicap. It is with\nthis problem of the discovery and removal of such handicaps we are here\nprimarily concerned.\nThe Joint Committee on Health Problems in Education of the National\nEducation Association and the American Medical Association, in coöperation with the National Committee, for the Prevention of Blindness, has\nin preparation a monograph on Conserving the Sight of School Children ,\nwhich, it is hoped, can be published early in the summer. The purpose\nof this report is to supply to teachers, school officials, and all others concerned with the problem the information, advice, and practical directions\n\nwhich will permit the conservation of eyesight of all school children.\nIn brief, this report will contain:\n(1) A statement of the extent of defective vision among school children, in\naccordance with certain defined deficiencies.\n\n(2) Standards for various classes of defective vision constituting health defects .\n(3) An outline of the duties of teachers, school nurses, and trained non-medical\nexaminers and school physicians in the conservation of the eyesight of school\nchildren.\n\n(4) Recommendations of administrative procedures for use in school districts .\n\n"}
{"page": 308, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n283\n\nSome of the conclusions and recommendations as at present formulated\nwill indicate the importance of this report :\nCONCLUSIONS\n\n1. The methods of testing vision in the schools of the various cities and States\nof the United States vary within very wide limits.\n2. According to the present methods of testing vision, about twelve per cent\nof school children have uncorrected or uncorrectable defective vision.\n\n3. The tests usually made in public schools do not cover the desired field completely:\na. A test (such as the Snellen chart test) to determine visual acuity, is not\na substitute for a thorough eye examination. A test for visual acuity may\nand often does fail to show diseased conditions of the eye, and often fails\n\nto detect hyperopic (farsighted) and astigmatic conditions.\nb. The amount of training and experience of the examiner is the principal\nfactor in determining the relative value of an eye examination.\nc. No periodic eye inspection should relieve the classroom teacher from\nreporting unusual eye conditions whenever found.\n4. There is a wide difference as to what is to be regarded as defective vision\nin the schools of the various cities and States .\n\n5. The absence of 20/20 vision in either or both eyes, or the existence of\nsymptoms of eyestrain, such as headaches, red or scaly lid margins, and tiring\nof the eyes, indicates the need for further examination by some competent person.\nRECOMMENDATIONS\n\n1. Under the present policies, the question arises, \"How thoroughly are diseased\neye conditions among the pupils of public schools discovered ? It is very likely\nthat teachers, nurses, and other non-medical school examiners will make many\nof the eye inspections for some time to come. Therefore it is most desirable that\nthe school personnel be carefully instructed in the best methods of conserving\nsight.\n\n2. Eye inspections of all pupils should be made in the schools yearly or as\nfrequently as possible, under the best possible and most accurate conditions, by\nthe most skilled persons available. This service should be part of the health\n\nsupervision program and should be administered by the municipal or State Department which gives the best results.\n3. Every teacher should be trained to report to the Health Division of the\nschools any abnormal eye conditions which may be observed.\n4. On analysis it appears that the laws of the various States in regard to testing and conserving the vision of school children differ greatly. There is need\nfor a uniform model law to be drafted and adopted by all States and cities of the\nUnited States for the examination of the eyes of school children. Adequate powers\nand sufficient money should be made available for school boards to carry out\nand enforce the provisions of such a law.\n\n5. Greater emphasis must be placed upon the matter of conserving children's\nvision, especially from the standpoint of ( 1) finding and correcting the faulty\nconditions of vision, (2) providing properly lighted class and work rooms, ( 3 )\nmaking special provision through conservation of vision classes for those having\nseriously defective eyesight.\n\n6. While the care of the physical well-being of the child as far as his school\nlife is concerned, is a duty which devolves upon teachers, nurses, school physicians,\nand other school personnel, this fact is in no sense to imply that parents are to be\nrelieved of their duties .\n\n"}
{"page": 309, "printed_page": null, "text": "284\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe city of Cincinnati is an example of a large municipality having\nan excellent program for sight conservation. The superintendent of\nschools and his assistants have extended a cordial invitation to all delegates\n\nto visit the schools. It is hoped that you may take advantage of this\ninvitation and that you will observe some of this special work. The following is a brief account of sight-saving activities in the Cincinnati schools :\nI. Examination of the eyes of school children-This work is under the\ndirection of the city health officer who details one of his assistants for fulltime service with the Board of Education.\n\nThis officer has as his as-\n\nsistants physicians and nurses and there is a part-time doctor and nurse in\neach school building. Once every year a routine physical examination is\nmade, a part of which is a simple Snellen chart test of visual acuity. The\nmost obvious cases of poor vision are referred to an oculist for further\nexamination. In this the nurses are given the responsibility by the school\nphysician, of seeing that particular pupils are taken to an occulist or an\neye clinic. Teachers and nurses both are urged to report to school physicians cases of eyestrain which they may observe from their daily contact\nwith pupils.\nII. School representatives-In every school in Cincinnati there is a socalled \"school representative,\" who keeps in close touch with the supervisor of sight conservation. It is the school representative's responsibility\nto learn from conference with the supervisor of sight conservation the\nprincipal efforts to be made in this direction and to carry these teachings\nback to her school and demonstrate them to the teachers.\n\nShe also has\n\nthe responsibility of securing from the school physician, nurses, and teachers a list of the pupils who are known to have or who are suspected of\nhaving seriously defective vision. The school representative then assists\nin helping to get glasses where they are needed and in such follow-up work\nas can be done better by the representative than by the school nurse. The\nschool representative is also, to some extent, an authority on proper lighting and seating to avoid any undue eyestrain. She also acts as an advocate\nfor better lighting generally. The school representative may or may not\nbe the teacher of the sight conservation class in the school.\nIII. School lighting-An intensive campaign is being carried on by\nschool authorities to obtain the best possible artificial lighting for all of the\npublic schools. All of the sight conservation classrooms are equipped with\nthe best lighting devices. The lighting in these rooms proved so satisfactory that there arose at once a demand for better lighting in the ordinary classrooms, and in consequence a number of classrooms have been\n\nequipped in similar manner. The financial burden, however, of changing\nthe entire system of artificial lighting in the city would be too much to\nmake sweeping changes. Therefore, in lieu of complete changes, frosted\nbulbs of high power are now being substituted for clear glass bulbs as fast\nas the latter have to be replaced.\n\nOne school in Cincinnati deserves particular attention with respect to\nits lighting. The Sherman School, one of the oldest school buildings in the\n\n"}
{"page": 310, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n285\n\ncity, has been completely equipped with modern artificial lighting. The\nrelief to pupils and teachers more than compensates for the expenditure\nmade for this purpose. As a matter of fact, the pleasing effect of good\nlight offsets the more or less obvious defects of an old school building and\na heating system which still uses stoves.\nIt is interesting to note in this connection that the lighting system of\nthis building was installed by the pupils from the Electrical Department\nof the Vocational Schools; hence, it was done at a less cost than would\nhave been necessary if a commercial concern had done the work. The\nactual cost for the 24 rooms of the Sherman School was approximately\n$3,000. It is estimated that this cost would have been $4,000 if done\nby an electrical contractor. This cost, $4,000, however, makes a total\noutlay of only $175 per room a very moderate expenditure to be made\nin improving an old school building, even if the expectation of use is only\na few years. The cost becomes of little or no account when the saving\nof eyestrain, even for one year, is taken into consideration.\nThe superintendent of schools and his associates are constantly striving\nfor improved methods, both of artificial and natural lighting for installation in new buildings which are to be erected.\nThe city supervisor has a foot-candle meter, and upon the invitation\nof the principal of a school, will measure the light available in the various\nrooms. As the result of this activity, during the first year one school\nbuilding was re-lighted and re-decorated and during the second year two\nmore had the same treatment. All new buildings are now provided with\nmodern lighting facilities.\nIV. The conservation of vision classes are under the direction of a\nwoman known officially as the Principal of the School for the Blind. Her\nduties are largely supervisory. She has direct charge of seven classes, one\nof which is for blind children, who are finger readers. In addition to this\ndirect responsibility for the organization of conservation of vision classes,\nshe has general responsibility for conserving sight throughout the school\nsystem. She also has the responsibility of training teachers for Southern\nOhio, of conferring with the State director in charge of conservation of\nvision classes, and of making a budget for the Cincinnati classes in her\ncharge. She has responsibility for eleven full-time teachers and two\npart-time teachers .\n\nIn the organization of the conservation of vision classes the most modern\nmethods only are used. The ocular standard of admission to such classes\nis as follows :\n1. Children who cannot read more than 6/24 at distance and who cannot read\n2.00 at 20 c. m.\n\n2. Myopes who have more than eight diopters of myopia.\n3. Children who have progressive myopia.\n\n4. Hyperopes who have symptoms of asthenopia and who have more than five\ndiopters of hyperopia.\n\n5. Children who have an astigmatism of more than 3.5 diopters and whose\nvision cannot be brought up to more than 6/24.\n\n"}
{"page": 311, "printed_page": null, "text": "286\n\nNATIONAL EDUCATION ASSOCIATION\n\n6. Children with maculae, nebulae, leuconae, which interfere with sight and\nlead to eyestrain.\n7. Cases of keratitis.\n\nIn the interstitial type, if the vision remains low after\n\nthe eye has been quiet for three months, or in persistent recurrent conditions\nwhile under treatment.\n\n8. Children having congenital cataracts, or secondary cataracts where no acute\ncondition is present, with vision 6/15 or less.\n9. Children having congenital malformations, where vision is 6/21 or less.\n10. All cases having a chronic disease of the fundus, where the vision is 6/12\nor less .\n\nNOTE. It is assumed that these conditions exist after the proper refractions have been made.\n\nThe teachers of the classes are required to have considerable familiarity\nwith all of the eye conditions of the pupils in their charge and are required to adjust the school work to the limitations set by the supervising\noculist. This means in many instances personal service (which may fairly\nbe called social service) outside of regular school hours.\nThere is a yearly re-examination of the eyes of the children in the conservation of vision classes, with the result that oftentimes there is such improvement of vision that children are enabled to return to the regular\n\nclasses. Every conservation of vision classroom is well-lighted, having\nthe best natural and artificial light which the building provides. This is\nto conform to the general principal that conservation of vision class pupils\nmust be subjected even less than the pupils of regular classes to any eyestrain. All seating in these classrooms is with modern adjustable and\nmovable desks. Plenty of space is provided for physical training work and\nfor manual work. All rooms are supplied with large tables which are\nused with the younger children for hand work and for elementary instruction work. All of the rooms for older children are equipped with typewriters. The sight saving classrooms are either equipped with facilities\nfor preparing a noon-day lunch by the teacher herself or in connection\nwith a lunchroom in the school. This is necessary on account of the long\ndistances which the children must travel in order to reach the conservation\n\nof vision classes. All material and devices especially adapted to children\nwith poor sight are provided, such as large type books, large pencils, wide\nspaced paper, etc. As far as possible the children take their work with\nthe regular classes and the special teacher has to a considerable extent\n\ntutorial responsibility in this respect.\nThe classes are graded as far as possible, taking into consideration the\nsmall number of children who can be gathered in any one school. Two of\nthe classes are in a junior high school building and one teacher has the\nresponsibility for assisting pupils with poor sight in one of the senior high\nschools. The teachers of the classes are all specially trained for their work\neither by training in some other place or through an apprenticeship system\nin the Cincinnati schools.\n\n"}
{"page": 312, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n287\n\nDISCUSSION\nMARY E. MURPHY, DIRECTOR, ELIZABETH MC- CORMICK MEMORIAL FUND\n\nThe Joint Committee on Health Problems in Education has for many\nyears realized that an important factor to be considered in connection\n\nwith the health of school children is ventilation. For several years, there\nhas been a Sub-committee on Ventilation which has studied the question,\nwith the idea that recommendations similar to those which have been made\n\nin other fields might be presented by the Committee.\nThere has been a development in the point of view of educators in\n\ngeneral on this question from the attitude which considered only the\nneeds of frail children to a realization that all children in all schools must\n\nhave provisions for better air conditions in order to insure good health.\nThe true story of the boy who brought his frail, undernourished friend\n\nto the open air school doctor with the query, \"Say, doctor, how sick has a\nfeller got to be to get in this 'ere school ?\" continues to be a challenge.\n\nThe Sub-committee on Ventilation has made a study, covering a period\nof years, of experiments in schoolroom ventilation. The members of the\nCommittee themselves were convinced by certain successful instances that\n\nthe proper method of ventilation was through simple, direct ways of admitting fresh air, but they felt that it was necessary to have even more\nfacts to present in making a recommendation of the general application\nof the method. Some of the instances referred to were not accompanied\nby records or studies which would furnish real evidence that might be\nused as a basis for a Committee report.\n\nGreat strides have been made, however, by the New York State Commission on Ventilation, since the experiments made under this Commission\n\nextended over a long enough period and were checked by a sufficient number of tests to make the findings sound. The observations and studies of\nthe Commission indicate the advantage of direct admission of fresh air\nin schoolrooms over every other method of ventilation.\n\nThe Committee on Ventilation of the Joint Committee on Health Problems, therefore, feels that its most important function at this time is to\nmake available to the public, and educators in particular, the findings and\n\nrecommendations of this Ventilation Commission's Report, together with\nthe observation of our Committee on other experiments which have been\nnoted during the many years which we have followed this problem .\nThe Commission's study included investigations into the physiological\nand psychological effects of various air conditions. Briefly, the findings\nwere as follows :\n\n1. The ordinary effects of stale air have nothing to do with oxygen or\ncarbon dioxide content, but vitiated air has a distinct influence upon appetite\nand the inclination to physical work.\n\n2. The factors in ventilation which produce bad effects are over-heating,\nexcessive humidity, and lack of air movement.\n3. Comparatively slight degrees of over-heating produce derangements in\n\n"}
{"page": 313, "printed_page": null, "text": "288\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe circulatory system, lower efficiency, and tend to promote susceptibility to\nrespiratory infection.\n\nVarious methods of schoolroom ventilation in use were tested, including\nwindow and fan ventilation, humidification, and recirculated air, with the\nfollowing conclusions :\n1. Modified window ventilation alone without suitable means of exhaust\n\nwas unsatisfactory, but with provisions for outlet through gravity ducts was\nfound satisfactory.\n\n2. Ventilation by plenum fans with gravity exhaust was satisfactory from\nthe standpoint of aeration, but this system necessitates a higher temperature\nand provides a relatively constant temperature also.\n3. Re- circulated air was found economical and harmless to health, but the\nhumidity necessary produced discomfort and the air was stale.\n\nThe important deduction from the survey of the various methods of\nventilation was that window ventilation with provision for outlet was\nfound the most satisfactory method. This deduction was based on observation of the effects as regards comfort and effect on health, chiefly with\nreference to respiratory diseases. There was overwhelming evidence that\nthe cooler room with less air movement was more comfortable.\n\nTwo experiments in New York City-one lasting eight weeks and the\nother twelve weeks-made to test the relative merits of fan and window\n\nventilation showed a definite excess of respiratory diseases among children\nin the fan ventilated room.\n\nThe warmer fan ventilated room averaged\n\n18 per cent more absences due to respiratory illness and 70 per cent more\nrespiratory illness among the children in attendance. The study indicated\nthat a slightly higher temperature and more uniform air conditions of the\nfan ventilated room tend to promote susceptibility to respiratory diseases.\nWindow ventilation depends for its success upon certain provisions :\n1. Radiators long enough to extend the full width of the window and pos-\n\nsibly somewhat beyond. They may be equipped with either automatic or hand\ncontrol. Protection of the pupils from excessive heat can be provided for\nby metal shields.\n\n2. Deflecting boards placed at the bottom of the windows, the windows\nbeing opened from the bottom.\n\n3. Window shades firmly attached-preferably double shades attached midway between the top and bottom, to prevent movement due to the air flow.\n4. Exhaust ducts with an area of not less than eight square feet for a\n\n40-pupil room, placed opposite the windows, provided with dampers which\nmay be adjusted to suit the weather conditions. These ducts should be carried up through the interior of the building, with opening on the roof.\n5. The schoolroom should not be overcrowded.\n\n6. A large thermometer with a danger signal pointing at 68° should be\nunder the constant observation of the teacher.\n\nModified window ventilation has been employed with great success in\nseveral schools designed by Mr. Samuel Wheeler. Notable examples are\nthe Sherman School at Fairfield, Conn., and the Longfellow School at\nBridgeport, Conn. In these schools large rooms are provided with two\n\n"}
{"page": 314, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n289\n\noutlets leading to the roof. Repeated observations of these schools have\nindicated to the Committee the success of the method.\n\nAn example of a large school ventilated in a similar way is the Thomas\nSnell Weaver High School, at Hartford, Conn., which was designed by\nFrank Irving Cooper. The results here will be watched with particular\ninterest, because practically all the other experiments have been in smaller\nschools. This school accommodates about 1300 pupils.\nThe chief difficulty in the path of admission of fresh air into the schoolroom by direct methods is the present and pending legislation. In many\nStates there are laws requiring 30 cubic feet of air supply per minute per\npupil. These were based on the belief that air change was the main issue\nin good ventilation, which the recent studies have proved erroneous.\nVentilating engineers are planning to promote legislation throughout the\ncountry based on this assumption .\n\nOpen window ventilation cannot provide 30 cubic feet of air supply per\npupil per minute and, therefore, would be illegal in States where such\nlaws exist. It is, therefore, important that an educational program be\npromoted which shall make widely available the facts concerning air conditions and lead to the revision of legislation in regard to schoolroom\nventilation which shall permit of window ventilation.\n\nREPORT OF COMMITTEE ON AMERICAN TEACHERS\nCOLLEGES —ABSTRACT\nCHARLES MCKENNY, PRESIDENT, MICHIGAN STATE NORMAL COLLEGE\nYPSILANTI , MICHIGAN, CHAIRMAN\n\nThe Committee on Teachers Colleges, of which I am chairman, is today\nmaking its fourth report. The first report was a general survey of the\nentire field to discover the number of teachers colleges, the degrees which\nthey offer, the number of graduates, the year in which they began granting\ndegrees, the number of degrees granted, the academic and professional\nqualifications of their faculties, the faculty load, and other interesting\nitems. The first report was the result of an investigation carried on by\nthe chairman .\n\nThe second report was an exhaustive and illuminating study on \"Summer Sessions in State Teachers' Colleges,\" and was presented by Dr.\nJoseph E. Avent.\nThe third report was made by Dr. F. R. Hamilton on \"Fiscal Support\nof State Teachers' Colleges.\" This was a scholarly and valuable investigation which brought out the fact that in the ten States studied the cost per\nstudent to the State in 1923 for a year's attendance at a teachers' college,\nexclusive of capital outlay, was seventeen per cent lower than it was in\n1913, and that during the same period the cost per student to the State\nfor a year's attendance at a university or agricultural college, exclusive of\n\n"}
{"page": 315, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n290\n\ncapital outlay, was ten per cent higher than in 1913. During the decade\nending 1923 the teachers' colleges and normal schools of the country\nhave been much curtailed in their work through lack of financial support.\nIt is a great misfortune that the Council has no means of publishing its\nreports, for the data collected by Dr. Hamilton should have the broadest\npublicity.\nThe fourth report will be presented today by President L. B. McMullen, of Flagstaff, Arizona, on \"The Teacher's Load.\"\n\nTHE TEACHING OR SERVICE LOAD IN STATE TEACHERS\nCOLLEGES-ABSTRACT OF PRELIMINARY REPORT\nL. B. MCMULLEN , ASSOCIATE IN NORMAL SCHOOL EDUCATION , TEACHERS\nCOLLEGE, COLUMBIA UNIVERSITY, AND PRESIDENT, NORTHERN ARIZONA\nNORMAL SCHOOL, FLAGSTAFF , ARIZONA\n\nPurpose-A study of approximately 2500 individual teachers in approximately 75 teacher-training institutions of the United States to determine (1 ) whether or not these institutions are able at present to reach the\nstandards set up by the American Association of Teachers Colleges (20 )\nwhether or not the present use of time in the various departments, e.g.\nart, education, English, etc., is in need of being weighted in order to secure\nan equitable distribution and, if so, what the weighting should be, (3 ) to\ncompare the service load of teacher training institutions with that in universities and colleges.\n\nProcedure Diary blanks were sent out to 4000 teachers in approximately 100 institutions, in which blanks the teachers kept an accurate\n\nrecord for one week (using a ten-minute interval as the unit) of the time\nspent in the following activities :-( 1 ) class work, (2) committee work,\n(3) exercise and recreation, (4) outside or home work, (5) preparation\nfor school work, (6) routine work, (7) student conferences and supervision, (8) miscellaneous activities. See Questionnaire for details.\nResults From data of 29 schools in 22 States, 1118 individuals (this\nbeing a part of the date, only.)\nClass work, midscore 15 hours per week, range from 1 to 25 plus\n،،\n\nCommittee\n\n\"\n\n\"\n\n3\n\n\"\n\n1\n\n3\n\nRecreation\n\n66\n\n\"\n\n\"\n\nOutside work\n\n24\n\n1\n\"\n\n25 plus\n\"\n\n“\n\n1\n\n9\n\n25\n\"\n\n\"\n\n25\n\nPreparation\n\n8\n\n1\n\nRoutine\n\n9\n\n1\n\n25\n\n6\n\n1\n\n25\n\n8\n\n1\n\n25\n\n\"\n\n\"\n\n“\n\nStudent help\n\n\"\n\"\n\nMiscellaneous\n\n"}
{"page": 316, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n291\n\nTotal work having a direct bearing upon instruction between 40 and 42\nhours per week, ranging from less than 12 to 78.\nRecommendations-( 1 ) That the training school corps be graded up to\nthe level of the other departments of the schools, in scholastic preparation\nand salary. ( 2) That by better schedule making, by faculty discussion,\nand more careful supervision, the range of service load be decreased. ( 3 )\nThat this Association attempt to increase, in the public mind and in the\nminds of its teachers, the recognition of the principle that teacher training is\na full-time job .\nQUESTIONNAIRE\nFOREWORD TO COOPERATING TEACHERS\n\nThe American Association of Teachers Colleges has asked its Committee on\nStandards and Surveys to make an intensive study of the teaching or service load\nof the teachers in teacher training institutions. Out of such an investigation will\ncome results of value to teachers colleges and to the teachers themselves .\n\nThe committee believes that the most promising way to collect the necessary\ndata is to ask several thousand teachers to keep an accurate diary for one week,\nusing the blanks and the code herein provided.\nPlease go at the work of making this report with an open mind. It is not an\nimpossible task. It has been done on a small scale and it can be done on a large\n\none if you will give it intelligent, conscientious,, and accurate attention.-Committee on Standards and Surveys : W. P. Morgan, Chairman, H. A. Brown, E. S.\n\nEvenden, Acting for the Committee, L. B. McMullen.\nGENERAL DIRECTIONS\n\nIf there is a delay in the mails and you can not begin on December 7, begin as\nsoon thereafter as possible and continue for seven days-crossing out the dates\n\nprinted in the Diary ( pages ........ ) and inserting the correct ones .\nIn the Class Data below-in column 3 use your 1922-25 catalog ; in 5 indicate\nfully, e. g. , 9 to 9:50 ; in 6 use M. T. W. Th. F. S.; in 7 give the live enrolment\nfor the week; in 8 give the year above high school graduation in which the course\nis scheduled or usually taken; in 9 put the number of times you have taught the\ncourse ( here or elsewhere) including the present.\nIn using the Code-add the number that you have given to the class in the\nclass data (if a class is involved) . For example, a ten-minute period spent in\ntalking to class number one would be recorded as Ct. 1.\n\nIn the Diary each block represents ten minutes. Blocks are provided from\n6 A.M. to 12 P.M. Put in each block one of the abbreviations explained on page 2.\n\nIf your occupation is not provided for, leave the block blank. When the record\nis completed (including the Summary) enclose it in the envelope provided, seal,\nand return it to the office of your school for forwarding to the above-named\ncommittee.\n\n"}
{"page": 317, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n292\n\nPERSONAL DATA\n\nName of Institution .\n\nDate of First Employment in it.........\n\nYears of Experience ( including present) .\nPosition held in Institution ......\n\nMarried ? ... Sex ? .... Degrees ? ....\n\n.Name..\n\nCODE\n\nRoutine Work\n\nClass Work\n\nCd-Teaching a demonstration lesson.\n\nRa-Attending school assemblies .\n\nCe-Examination, quiz or test.\n\nRe-Correcting papers, notebooks, etc.,\n\nCf\n-Field trip or excursion.\n\nnot exam. papers .\n\nCl-Laboratory work ( with class ) .\n\nRd-Departmental meetings.\n\nCr-Class recitation.\n\nRe-Examination papers, correcting of.\n\nCs- Supervision of study.\nCt\n-Talking or lecturing to a class.\n\nRf\n- Faculty meetings .\nRl-Letters on school business .\n\nRo-Office\n\nCommittee Work\n\nrelationships,\n\nrequisitions,\n\nreports , etc.\n\nCm a-Work of .............. commitee\nCm c-Work of ....\n\n.committee\n.committee\n\nRp-Conferences or visits with parents.\nRr-Recording of class attendance,\ndaily grades (class book work) .\n\nCm d-Work of .\n\n.committee\n\nRs\n-Speaking at or conducting school\n\nCm b-Work of ....\n....\n\nassemblies .\nExercise or Recreation\n\nRt\n-Travel for school, no extra pay.\nEe-Entertainments, concerts , theatres ,\netc.\n\nEi-Indoor\n\nexercise\n\nand\n\ngymnasium\n\nStudent Relations\n\ngames .\n\nEo-Outdoor exercise\n\nand outdoor\n\nSc-Coaching athletics, dramatics , de-\n\nEs\n- Social games, cards, chess, billiards,\n\nSe-Extra- curricular activities supervision, chaperoning, etc.\nSg-Group conferences with students.\n\ngames.\netc.\n\nOutside Work\n\nOh-Household or home, garden, chickens, etc.\n\nOi-Investments or business interests .\n\nbate, etc.\n\nSi-Individual\n\nconferences\n\nwith\n\nstu-\n\ndents.\n\nSt\n-Teaching in training school, supervision of.\n\nOl\n-Lectures for pay including preparation.\n\nOp-Work for pay (not writing books\n\nWork of Special Nature\n\nor articles) .\nOw-Writing books or magazine articles for pay.\n\nWb-Book reading, not class prepara-\n\nPreparation for School Work\nPd-Planning and study for a demon-\n\nWe-Educational magazines, reading of.\nWm-Magazine reading in general ( include weekly periodicals ) .\n\nstration lesson.\n\nPl-Laboratory housekeeping.\n\nPm-Preparing or collecting material\nof a supplementary nature.\n\nPo-Planning or study for observation.\nPr-Planning or study for recitation.\nPs\n-Planning or study for supervision.\n\nPt\n-Planning or study for class talk or\nlecture.\n\ntion.\n\nWp-Professional meetings ,\n\nState or\n\nsectional .\n\nWr-Research in education, personal.\nWt\n-Talks at institutes, parents meetings, etc. (without pay) .\nWv-Visiting other schools or the\nclasses of others .\n\nWw-Writing for books or periodicals\nwithout pay.\n\n"}
{"page": 318, "printed_page": null, "text": "293\n\nNATIONAL COUNCIL OF EDUCATION\n\nDATA\n\n2\n\nDepartment\n\n7\n\n6\n\n5\n\n9\n\n8\n\n.No.\nCat\n\n1\n\nNo.\n\nCode\n\nCLASS\n\n3\n\nNAME OF CLASS\n\nDay of Week\n\n1\n\n2\n\n3\n\n4\n\n5\n\n6\n\n7\n\nDIARY'\nSUNDAY- December 7\n6\n\n7\n\n8\n\n9\n\n10\n\n11\n\n12\n\n1\n\n2\n\n3\n\n4\n\n5\n\n6\n\n7\n\n8\n\n9\n\n10\n\n11\n\n1Similar forms were provided for the other days of the week, Monday, Dec. 8 to Saturday,\nDec, 13, inclusive.\n\nSUMMARY\n\nCount each symbol in the Diary and record the number (not minutes) below\nCd\n\nCt\n\nEi\n\nOp\n\nPr\n\nRe\n\nRt\n\nWb\n\nCe\n\nCma\n\nEo\n\nOw\n\nPs\n\nRf\n\nSc\n\nWe\n\nCf\n\nCmb\n\nEs\n\nPd\n\nPt\n\nRI\n\nSe\n\nWm\n\nC1\n\nCmc\n\nOh\n\nPl\n\nRa\n\nSg\n\nWp\n\nRo\n\nRp\nWr\n\nCr\n\nCmd\n\nOi\n\nPm\n\nRe\n\nPo\n\nRd\n\nRr\n\nSi\n\nRs\n\nSt\n\nWt\nWv\nCs\n\nFe\n\nΟΙ\n\nWw\n\n"}
{"page": 319, "printed_page": null, "text": "294\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE STILL PICTURE IN EDUCATION\nPREPARED BY DEPARTMENT OF VISUAL EDUCATION, KANSAS STATE TEACH-\n\nERS' COLLEGE, EMPORIA, KANSAS, AND READ BY CARL W.\nSALSER, DIRECTOR OF EXTENSION\n\nThe stereopticon has become so important a factor in education that no\nschool can afford to be without one. Its uses are many, its operation is\nsimple, and its cost is trivial in comparison to the service it renders. Some\neducators who have not investigated its possibilities, nor experimented with\nit in recent times, may still look upon it as a toy, or as merely a\nmeans of entertainment. Though most of the leading schools are using\nit now to a greater or less extent, in but few places has it fully come into\nits own.\n\nThe slide which is thrown on the screen has certain advantages over any\n\nother kind. It is large, so that the whole class may concentrate on the same\nthing at the same time. The teacher may point out the particular things\nshe wishes them to observe. Help from the teacher is next to impossible\nwhile different members of the class are looking at different things. The\ndarkened room also has its advantages. When a room is flooded with light,\nJohnny is as much interested in what Willie is doing as he is in what the\nteacher is saying. When there is little to be seen except the picture on the\nscreen, the attention of the most restless is easily held.\nThe moving picture also has stalked into the progressive school and established itself there, but it has its distinctive field and can never do the\nwork of the still picture. In the first place, any school can soon acquire a\nstock of slides for the pictorial representation of fundamental things in\nany course, and these slides are always available. Movie films are expensive, difficult to preserve, and often impossible to replace. At present,\nno school can keep a stock sufficient for its own use.\nAdvantages of the still picture-For many purposes a still picture is\npreferable. It stays in sight as long as the teacher may wish. It may be\nreturned to view instantly. It may be shown alternately with other\npictures for the sake of comparison. Of many objects, fully as comprehensive a view may be obtained from a still picture as from a moving one,\nand sometimes a far more satisfactory view, such as, for example, scenes\n\nalong the Panama Canal, the Capitol Building at Washington, a banana\ntree, or George Washington.\nThe range of subjects that may be shown with slides is infinitely greater\nthan that of films. Any picture from photograph, post card, magazine, or\nbook can easily be reproduced on a slide and added to the permanent collection. A teacher is fortunate who is able to get a film to illustrate any\n\nparticular thing he may wish, and if he does get it he must use it at once\nand return it. When moving pictures are used in the classroom the pic-\n\ntures determine largely what shall be taught. But with slides the subject\ntaught determines largely what picture shall be used.\n\n"}
{"page": 320, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n295\n\nAnother point is worth mentioning here. The operation of the new\nstereopticon is a simple matter. When the incandescent light is used, all\nthe operator needs to do is to switch on the electric current and adjust\nhis focus. The whole operation is as simple as turning on an electric\nlight and adjusting an opera glass. With slides now being printed on\n\nshort-length films and the automatic stereopticon provided, the handling is\neven more simple and the shipment of slides is greatly simplified and\ncheapened.\n\nExperience with reflectoscopes, or with any contrivance so far devised\n\nfor throwing a reflection of any object or picture directly on the screen,\nhas been, as a rule, rather disappointing. For satisfactory work, all light\nmust be shut out of the room. In the average schoolroom this is difficult,\nif not impossible. Even when this is done, the image shown is never so\ndistinct as that thrown by a stereopticon. When direct reflection is made,\neverything is reversed, as it is in a mirror. This gives a wrong impression\nthat is sometimes quite serious. When a lantern is used that makes a\ndouble reflection and so sets the picture right, there is inevitably considerable additional loss in the distinctness of the image. Where a dark room\nis provided, reflection from the original may now be done quite satisfactorily. The slide shows as correct a picture of an object as a photograph\nis. Slides may be satisfactorily used in semi-darkness with almost any\nstereopticon with satisfactory results. Ordinary dark green window shades\npulled down and pinned, or otherwise fastened at the sides, will shut out\nthe light sufficiently for a fairly good picture.\nUnlimited possibilities in the use of slides-The possibilities in lantern\nslides are practically unlimited. Perhaps they render the greatest aid to\nthe geography teacher, but they also come in for invaluable help to the\nteachers of history, science, art, English, and even foreign languages .\nWhen children, or even grown people, see pictures of places or persons,\nthey have more vivid and lasting impressions than they get from reading..\nNo amount of reading will produce such an impression of the court of\nLouis XIV and its grandeur as will a series of pictures of Versailles and\nits gardens.\n\nThe slide is not being used in teaching literature except by a few who\nhave come to appreciate its great value. At present no teacher is realizing\nall of its possibilities because the slides are not available. But sooner or\nlater the slides will be an indispensable part of the equipment of every upto-date schoolroom where literature is being taught.\n\nRobert Burns becomes a real personality with flesh and bones to the\n\nstudent who has seen his birthplace, Alloway Kirk, the Brig o' Doon, the\nroom where the poet died, and the tomb that inclosed all that was mortal\nabout him. In a similar way, interest may be awakened or greatly aug-\n\nmented in the personality and works of Shakespeare, Scott, Stevenson,\nHawthorne, or almost any other literary character.\n\nBut making the poets live again in the minds of the young is not all\nthat may be done by the use of slides. To arouse the imaginations of the\n\n"}
{"page": 321, "printed_page": null, "text": "296\n\nNATIONAL EDUCATION ASSOCIATION\n\nyoung readers so that they may see things is one difficulty in teaching\nliterature. If the teacher of literature could develop in members of his\nclasses the power to get images from the printed page, and did nothing\nmore, his labor would not be in vain. The slide is a potent aid to him in\nsecuring such a desirable end. If a class, for instance, while studying a\nlyric could all of them together look at a picture of what some great\nartist has seen in that lyric; if they could talk about it and compare the\npicture with the lines in the lyric, surely they would be able to see something more in the next lyric read. Such pictures are to be found in the\nedition of Palgraves' \"Golden Treasury,\" illustrated by Maxfield Parrish.\nUnfortunately this expensive and easily damaged book can not be used\nsatisfactorily before a whole class at once. But slides, made from some of\nthese admirable illustrations, would enable the teacher to accomplish\nabout the same result.\n\nShakespeare's plays were written to be seen, not read. Too seldom,\nalas! have beginners in Shakespeare ever seen any production of one of the\ngreat plays, much less a highly artistic presentation of one. Edmund\nDulac's illustrations of \"A Midsummer Night's Dream\" or Hugh Thompson's pictures of \"The Tempest\" will add new beauties to exquisite passages in those plays and stimulate new interest in the lines.\nAll children love illustrated books, and most of us are childish in that\nparticular. A few good pictures in a book excite curiosity. They are\nalluring temptations to read the whole story and at the same time increase\nthe interest in the places, characters, and events depicted. The high price\nthat publishers of magazines pay for a good illustration indicates their\nestimate of its value in \"putting a story over.\"\nIf children can see Frederick Remington's illustrations of \"Hiawatha\"\non the screen, they are eager for the poem and will find greater delight in\nreading it. High school students will be similarly affected by E. Boyd\nSmith's illustrations of \"Ivanhoe.\"\n\nBut these pictures are copyrighted, some one may object. That is true,\nand therefore slide copies of them can not be sold. But every school\nsystem can easily be equipped to make its own slides. The process is\nneither intricate nor difficult. Anyone who can develop kodak films and\nplates and print pictures therefrom can easily learn to make slides.\nNeither is the equipment or materials for making slides so very expensive.\nNo school that makes slides for use in its own classrooms is going to be\ndisturbed by owners of copyrights. A few schools are using such pictures\nextensively in this way. Others are sure to follow.\nIn history-One of the primary objects in the teaching of history is to\nmake the past so real that the child will himself relive the historical experiences of the past. Pictures then should be used as aids to visualization\n\nnot as objects to be visualized. Imagination that makes the picture real\ninvolves something more than a mere impression on the eye. Unless the\npupil has been trained in the process of arriving at a conception of size the\nidea formed from the picture will be unreal and even absurd. The details\n\n"}
{"page": 322, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n297\n\nof an historical picture are important and to see details requires resourcefulness which comes only from careful training. But while the sense of\n\nreality through details is important the reality must in turn have meaning.\nThe picture should provide not only images but ideas, which is the large\naim in history teaching.\n\nThe most desirable pictures for younger pupils are those that tell a\nstory. The Lehmann series of wall pictures are among the best for the\npurpose. The story of medieval life is told more vividly in one of these\npictures representing a medieval town than in pages of a text. How the\npeople lived, how they built their houses, manufactured their goods and\nexchanged their wares, are all revealed in a striking and impressive\nmanner .\n\nThe picture to be of real historical value must be historically accurate.\nUnfortunately this is not true even of pictures found in textbooks. It is\nas great a violation of historical truth to have the illustration inaccurate\n\nas it is to have the text misleading.\n\nLentze's picture of Washington\n\nCrossing the Delaware has little value from the standpoint of history because it violates both the truth of history and of nature.\nThe history teacher not only has an opportunity to impress facts and\nideas through the use of pictures, but by carefully selected pictures a love\nfor the best in art can be acquired. An appreciation of music by public\nschool pupils has been developed to a high degree in recent years by hearing good music. To appreciate a Raphael or a Da Vinci is equally as important, and the history teacher can help to raise the standard of art appreciation through the careful selection of pictures used in connection with\nthe teaching of history.\nPictures of persons, places, and objects associated with world significant\nevents should be so used by the teacher of history that these representations\nwill be recognized immediately by the pupils without name or label. Too\nfrequently there has been a lack of connection between the picture and the\ntext in our American textbooks in history. In Europe the arrangement is\nbetter. It is common in France and elsewhere in Europe to find historical\nalbums consisting of several volumes to accompany the study of historical\nfields. The pictures illuminate the text and the text explains the pictures.\nThe Germans also have surpassed us in the creation and use of pictorial\n\nmatter. In fact history is taught quite as much from the wall pictures as\nfrom the printed page. But the use of pictures is fast becoming a practice\nin our American schools and the supply is practically unlimited. Picture\n\npost-cards, photographs, illustration in newspapers, magazines, and books,\nlantern slides, wall pictures are available in abundance and sure to enrich\nand make effective the work of the history teacher.\n\nPictures to be of real educational value must be of interest to the pupil,\nserve as an aid to the interpretation of the text, must conform to historical\naccuracy, and if possible, represent real art.\nIn Latin-One of the most effective uses of the slide is found in Latin\n\nclasses-high school or college. In fact the still picture should be used\n\n"}
{"page": 323, "printed_page": null, "text": "298\n\nNATIONAL EDUCATION ASSOCIATION\n\nto demonstrate clearly the general nature and practical use of Latin to\npupils and their parents shortly before the children are promoted to the\ngrade in which Latin is offered. Parents who may doubt the advisability\nof urging their children to take up the subject will see in a few minutes\nthe immediate practical application of Latin to every-day life, and the\nchildren themselves will see the objective points in this new subject.\nA few concrete examples will suffice: a slide showing a page of Webster's\ndictionary with all the words derived from Latin clearly underscored.\nA diagram of a tree with video for the roots and the branches bearing\n50-75 English words from this one Latin word alone shows vividly the\nway our mother tongue grew from classical sources. The preamble of\nthe Constitution, or some other well-known paragraph, showing all the\nwords of Latin origin in italics and a parallel form showing the Latin\nclement left blank. It is clear at a glance, then that the thought words\nof the English language are largely Latin in origin.\nEnglish spelling is often a matter of understanding the original form\nof the word. With a knowledge of Latin a high school student is not\nlikely to miss the \"o\" in temporal, \"a\" in separate or \"a\" in portable and\n\"i\" in audible. He also sees that hundreds of Latin words have been trans-\n\nferred to English directly. Common abbreviations have a real meaning\nto the boy or girl with a knowledge of their originals. The slide will put\nthese facts before larger numbers than any other means.\nWithout further detail, let us note a few other slides that show im-\n\nmediately the connection of Latin with every-day life: Musical terms in\nmodern Italian are clear to a student of Latin. French, Spanish, Italian,\nand English words in parallel columns bear witness to a common Latin\nancestor. Latin forms the key to the meaning of the terms of the natural\nsciences. The direct and indirect bearing of Latin upon business and the\nvarious professions. The debt of modern architecture to that of Greece\nand Rome as seen in our public buildings and the Italian or Spanish style\nof dwelling houses. The seals of States having Latin mottoes of classical\norigin are brought vividly to mind, as are recent cartoons dealing with\n\ncurrent topics, and the debt of modern advertising and commercialized\nnames to Latin.\n\nIdeally considered, the Latin room should be fitted with sufficient equipment to flash pictures on the screen at the psychological moment during\nthe recitation. Without frequent and numerous pictorial illustrations,\nLatin words to the youthful mind tend to become algebraic symbols,\nlearned with reference to English definitions rather than to a concrete\nimage of the real object. The pupil may use toga, domus, gladius, lectica,\netc., with some understanding, but without the illustration before him at\nthe time he first uses the word, he often goes without a vivid mental picture\n\nof the object. The Roman house (domus) is revealed by the slide in its\nvarious stages of development, with its interior arrangement, decorations,\nfurniture and utensils. The class sees at once that life among the Romans\n\n"}
{"page": 324, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n299\n\nwas a living reality and soon forgets what they have often heard about\nLatin being a dead language.\nProbably the average student of Latin and history conceives the notion\nthat the Roman dress consisted of a toga, tunic, and a pair of sandals, but\n\na few accurate slides on wearing apparel show definitely the various garments worn by men and women at home or abroad for ceremonial use\nand for every-day life. On the screen the toilet articles of the Roman lady\nprove to be no less important than those of a lady of fashion today.\nIn games and amusements tunic-clad children are seen playing with\ndolls, balls, skipping ropes, or knuckle bones, while the play activities of\nthe adult life are shown in the cock fighting, dice-playing, chariot-racing,\ngladiatorial combats, and theatrical performances of that day. The insertion of an occasional slide of modern games and amusements serves to\nshow that the play instinct is pretty much the same in the ancient and\nmodern world.\n\nTrades and crafts picture agricultural implements and those of other\noccupations, such as carpenters, masons, merchants, and weavers, all assembled with great care from paintings, portraits, statues, coins, and from\nPompeian and Roman ruins.\n\nMeans of conveyance with their use and social standing are clearly\nportrayed, and in this day of hasty and inadequate road building, the\nRoman road, with its thorough methods of construction, stands out in\nstriking contrast, showing conclusively that the Roman built not for his\nday alone but for succeeding generations.\nThus by a serial in organized form the pupil is given a systematic conception of the main facts of Roman private life. Cæsar with his thumbworn copy of the Commentaries becomes a living reality through the\nagency of a few well-chosen slides. Anecdotes of Cæsar, the Roman\nschool of his boyhood days, scenes from his official and private life, the\ngames provided by the ædiles, striking scenes from Gallic campaigns and\nthe Civil War, the crossing of the Rubicon, the assassination, and Mark\nAntony's famous funeral oration are all worked out chronologically to give\nadistinct pictorial presentation of\"the greatest Roman of them all.\"\nVirgil's Æneas wanders over the sea, and the slide shows him in the\nshock of battle, in the consternation of shipwreck, at Dido's court, in\nSicily directing funeral games in honor of his sire, or treading the paths of\nthe Elysian fields in the world below. The most conspicuous characters\nand episodes of Virgil's masterpiece lend themselves readily to pictorial\nillustration, and form one of the most attractive sets that can be placed\nbefore Latin classes. Certainly it would be a great loss if the most picturesque stories of classical mythology from Virgil and Ovid should not\nbe reproduced for the masses by lantern slides or reflectoscope from many\nof the world's most attractive paintings.\nFrom the foregoing illustrations it must be concluded that the value\nand influence of the Latin class is increased many fold by the judicious use\nofslides.\n\n"}
{"page": 325, "printed_page": null, "text": "300\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe stereograph-It need only be pointed out here in passing that the\nstereograph, so far as suitable subjects will permit its use, is the most\nvaluable of still pictures because of its third dimension. It creates a more\nperfect illusion brings out a wealth of detail and does not tire by its use.\n\nWith valuable subject-matter printed on the back, the stereograph is\nconvenient and ideal for individual study. It is also easily indexed and\naccessible. Being a photograph of an actual situation and not an artificial\n\none the stereograph has every quality except color and this lack is made\nup to a large extent by its depth and the ability on the part of the observer to look into and around the different parts of the object or situation\nwhich has been photographed and mounted for the stereoscope. Thisenables the student to see an object in its right relation and lessens the danger\nof incongruity in the mind of the learner. In smaller classes the stereograph is especially valuable.\nPosters and charts-The lantern slide and motion-picture film have been\nso generally thought of as material for use in visual instruction that we\nhave in many places overlooked the possibilities of the chart and poster in\nthe schoolroom. This is not true in the commercial field however.\n1\n\nTo all\n\nof us are familiar the great posters urging us to \"keep that schoolgirl complexion\" or assuring us that there are \"moments that count.\" We know\nfrom similar sources that some makes of automobiles are \"dependable\"\nand even more so if they use tires that are \"best in the long run.\" Those\nof us who run and read as straphangers know of the \"57 varieties\" and\nthe merits of Blank's brand of spaghetti.\nWe who read the commercial publications have studied Babson's charts,\nor read the graphs published by the Interstate Commerce Commission\nknow President Walter Dill Scott was voicing our thoughts when he said,\n\"Whenever we are puzzled by a confused mass of figures, whenever we\nwant to get at the heart of a matter, we are glad to see a chart that gets\ndown to the fundamentals and explains our uncertainty.\" We all agree\nthat there is something about a chart that gives us a mastery over detail.\nIt seems to present a complex situation as a panorama with each detail in\nits place and the relations and inter-relations orderly and definite. John\nH. Patterson, of the National Cash Register Company, says that a business and its relations that cannot be outlined, diagrammed, and charted\nhas no reason for existence. Following that plan he has produced a series\nof charts, not only of his own organization but also of the various govern-\n\nmental activities. The General Electric Company teaches governmental\nand civic problems to Americanization classes for alien workers by using\nposters and charts; there must be a strong reason for so doing. They say\nit is because of the threefold appeal to the eye, the brain, and to action ;\nbecause they lend a spirit of animation to the printed information, thereby\nmaking it dynamic.\nEdgar W. Cooley, of the Educational Extension Department of the\nInternational Harvester Company, says years of experience have taught\nthe Department two great truths. One of these is that people of all\n\n"}
{"page": 326, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n301\n\nclasses, of all environments, have one thing in common-a desire to learn.\nThe second truth is that no other method of instruction is so efficient as\n\nthe visual method. As a means of obtaining knowledge, the eye is vastly\nmore effective than the ear. What we see we more readily retain than\nwhat we hear. Department lecturers realize that were they deprived of\nthe use of charts and similar helps their talks would lose half their effectiveness.\n\nAt the Kansas State Teachers College, we encourage poster contests\nin the Training School. These posters cover many fields-better lawns,\nhealth, swat the fly, better books, dress, better English, and many others.\nWe emphasize poster making in art classes because of the benefit which\nwill come to the schools where this instruction will later be given.\nFrom our Extension Division are sent out sets of poster charts in the\ninterests of better schools for country children. We have prepared\nin colors a photographic exhibit 8 feet high and 36 feet long showing\nsome of the consolidated schools of Kansas.\n\nThis was first shown at\n\nCleveland and later used at State and county fairs. We find these\nposter charts arouse a considerable interest without creating antagonism\nto the cause we wish to help.\n\nThe place of the poster has yet to be developed but we believe it has\na place that through it we can easily and effectively reach many who\ncould not otherwise be reached. This is especially true for the non-reader\nor the person in a hurry. Surgener says, \"This picture tells me in an\ninstant what would be spread over ten printed pages,\" and Arthur\nBrisbane affirms with, \"A simple picture is worth a million words if\nthe picture is right.\"\nThe use of original paintings, watercolors, bronzes, miniatures, and\netchings is a method of visual education by still pictures or objects, complementary to all the others mentioned. Many such exhibits may be\nobtained from organizations like the American Federation of Arts, the\nChicago Society of Artists, the Taos colony of Artists, and from the\n\nartists individually, as, for example, Gerrit Beneker's industrial paintings. A permanent exhibit room is advisable for such exhibits, as there\nshould be several exhibits in the course of a year, each exhibit remaining\nat least a month for its proper use. A regular fund for the support of\nsuch exhibits should be available; at Emporia Teachers College five per\ncent of the \"student activity\" fee goes to the Art Committee, which\nmanages these exhibits, making a sum of about five hundred dollars per\nyear.\n\nStudents become very fond of these exhibits. They drop in to the\nexhibit room between classes or at noon and spend a few minutes of quiet\n\ncontemplation of what is usually another world. The English and Latin\nand history classes find material for discussion; the newspaper English\nclasses write art criticism; the Training School boys and girls visit the\nexhibits with their teachers and write their own interesting interpretation ;\nthe classes in home decoration and landscape gardening find material\n\n"}
{"page": 327, "printed_page": null, "text": "302\n\nNATIONAL EDUCATION ASSOCIATION\n\nfor their use. Of course, the exhibits are immensely useful to the Art\ndepartment. But beyond all this, the individual student is forming ideas\nof the fitness of things, of color, of design, of the everlasting utility as\nwell as beauty of art. His home will be different, the skyline of his town\nten or fifteen years hence will be different because of the impressions and\nimpulses gained from these exhibits.\n\nKellogg Library, at Emporia Teachers College, has a collection of\nsome thirty thousand mounted and classified pictures. They are selected\nfrom magazines, advertising pamphlets, prints such as the Perry and\nUniversity, and from wornout books. Supplementing this is a collection\nof illustrated books. This material lends itself to the needs of geography,\nhistory, literature, screen art, costume and pageantry, the classics, almost\nanything a school teaches. Last year, over 18,000 mounted pictures\nwere checked out for use.\n\nWe believe emphatically that the modern development of educational\nmethod and curriculum gives great opportunity for the wise and systematic use of the still picture, whether in the form of slide, stereograph,\nphotograph, mounted picture, chart, or original painting.\n\nTHE ORGANIZATION OF VISUAL INSTRUCTION\nA. G.\n\nBALCOM, ASSISTANT SUPERINTENDENT OF SCHOOLS, NEWARK\nNEW JERSEY\n\nThe use of material at hand-The appeal of the eye may be stressed in\nteaching in utilizing all of the resources of the average classroom equipment with little or no expense. The blackboard is for the use of teacher\n\nand pupils and not for ornamentation. It should be used to illustrate the\nsubject-matter of the grade in so far as this is possible. Greater use should\nbe made of the modern map, as it contains a wealth of information. Here\nmay be found the location of places, transportation routes, topography,\nclimatic influences, distances, and resources that contribute to man's neces-\n\nsities. Much more may be learned from the map than is ordinarily taught.\nMore should be made of the picture illustrations that abound so freely in\nthe modern textbook.\n\nHere is a fruitful field of work where the surface\n\nhas hardly been scratched. These picture illustrations not only give information on the subjects to which they relate but should serve as a means\nto word study and language work based on definite concepts. There should\nbe in every classroom a pictorial corner to which every pupil may make a\ncontribution gathered from the newspaper and magazine. Before these\nare hung up there should be a brief evaluation of them by the class and\nteacher. Cartoons, charts, and graphs should be made the basis of study\nin connection with the subjects of the curriculum on which they have a\nbearing. I know of a teacher who interested her pupils in collecting worth\nwhile pictures from the pictorial supplements of newspapers, magazines,\n\n"}
{"page": 328, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n303\n\nand old books which they mounted on cards and classified. This collection\nbecame a source of information that proved of great value to this class and\nsubsequent classes that were fortunate enough to be assigned to this teacher.\nPicture study may be further enhanced by giving attention to the pictures\nthat adorn the walls of so many classrooms-some of these are reproductions of famous paintings while others have splendid material for oral and\nwritten language. When I was in charge of an individual school I can\nrecall such a classroom which had four fine pictures on the wall, two of\nwhich were Millet's \"The Angelus\" and Landseer's \"The Old Shepherd's\nChief Mourner\" respectively. On the part of one teacher who occupied\nthe room for over a year there was not to my knowledge a single reference\nmade to these pictures, but when another teacher took the room, a study\nwas made of them in which the class took the greatest interest. There\nwas made an appeal to the imagination in which each pupil interpreted\nwhat the pictures meant to him. This led the pupils to find out all they\ncould about these artists from the reference books in the school and at the\n\npublic library. From the foregoing it will be seen that much teaching\nmay be vitalized through making the most of picture illustrations within\nthe reach of all teachers.\n\nThe stereograph-The stereograph becomes a vital aid to teaching if it\nis used in connection with a definite plan. No other type of illustration\ngives such an opportunity of developing keenness of observation, initiative,\nand self-expression as the stereograph when used by a resourceful teacher.\nThe appearance of depth and life-like effect in the stereograph is given\nthrough the use of a two-lens camera which presents one picture of the\nobject as it appears to the right eye and the other as it appears to the left\neye. When using a stereoscope to view these pictures the two images are\nblended by the mind so that they appear as one with the effect of relief.\nThere should be in every school, where stereographs are a part of the visual\n\nequipment, a teacher who is enthusiastic and experienced in the handling\nof them and who will be willing to demonstrate their use to other teachers\nfrom time to time.\n\nThe slide-The improvement of the modern stereopticon with its\nmazda lamp enables the teacher to use slides without fussing and trouble.\nIt has been found that dark shades and a screen are really not needed\nto show slides in the classroom, for with the ordinary shades drawn and\nthe lantern placed on a movable stand near the front of the room or on one\n\nof the front seats with the blackboard as a screen a clear sharp picture\nmay be had large enough to be seen from every part of the room. This\ndoes away with the expense involved in providing dark shades and a screen.\nSome prefer the daylight screen in which fairly good projection may be\nhad within a certain angle of vision but, in my opinion, not so satisfactory\nfrom all parts of the room as when the blackboard is used. Besides when\nthe screen is used, it becomes one more thing to be handled by the teacher.\nOther things being equal, the fewer factors that enter into the showing\n\nof slides will result in the greater use of them by the busy teacher. Show\n\n"}
{"page": 329, "printed_page": null, "text": "304\n\nNATIONAL EDUCATION ASSOCIATION\n\ning slides under these conditions involves a good light in the lantern which\ncan be obtained by always having the lamp, mirror, and lens properly\nlined up.\n\nMore than half of the schools of Newark have a collection of\n\nslides of their own that belong to the principal or have been purchased\nthrough the Board of Education. In an inventory taken three years ago\n\nthese slides in the schools numbered approximately 25,000 with 300 in\nsome schools and 1700 in some of the larger schools. About this time it\nwas decided to have available for the schools from a central depository a\ncollection of slides not duplicating those belonging to the individual schools.\nThis collection has grown until now it numbers 8000 with definite plans\nfor its enlargement each year. All slides for teaching should have good\nphotography and should be used in connection with a definite plan of\npresentation and development of the lesson. Simply showing pictures is\nnot teaching.\n\nThe motion picture film-The film is the youngest member of the\nfamily of visual aids, and by reason of the element of motion given to the\nobjects represented it is likely to become the most effective, particularly\nwhere motion prevails. The film has its limitations and only should be\nused when its presentation of the subject lends greater reality than can\nbe given in any other way. The film and the motion picture machine are\nexpensive as compared with other illustrative material and therefore should\nbe restricted to uses as above indicated.\n\nWe all have much to learn in\n\nhandling the film for instructional purposes. There will be various methods evolved by different teachers as applied to the use of film in the auditorium and in the classroom. In my judgment, no film should ever be\nshown for instructional purposes without the purpose of its being used\nset forth by the teacher or the one in charge. Pupils who are to see the\nfilm should be prepared by the information contained in a digest or\nsynopsis which should be in the hands of the teacher three or four days\nin advance. Commenting on the film while it is being shown is recom-\n\nmended, particularly, for the ear-minded pupils. A reaction on the film\nto clarify the impressions made by it is quite necessary. Where a number\nof classes assemble in the auditorium for a film showing, it is a good thing\nto have them take turns in handling the film, one class doing it at one\ntime and another class the next time. One group of pupils may give the\nteaching purposes, another group may read the titles orally, and another\ngroup conduct the reaction .\n\nWhere the authorities are committed to a policy of using film for in-\n\nstructional purposes in a large city school system, the purchase of film will\nprove to be more economical than renting. In Newark we began to purchase film three years ago and have now over 300 reels in our film library.\nMore than half of these are new prints with the remainder made up of\n\nused films gathered from many sources. There is no film in the library\nbut that will serve some instructional purpose.\n\nThe film still picture-This, in my judgment marks a forward step in\nvisual instruction though it is in an experimental stage. The pictures are\n\n"}
{"page": 330, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n305\n\nprinted on a strip of standard width non-inflammable motion picture film\nand are from 25 to 50 in number. A specially constructed lantern is used\nwhere the optical system allows the light to pass to the film but not the\nheat. This is specially recommended for classroom use. With further\nexperimentation and development there will be fine possibilities in this type\nof picture presentation. At present the pictures suffer in definition and\nlight as compared with the slide.\nThe contribution of the library and museum to the schools-Newark is\nfortunate in having a public library and museum, which are administered\nin the interests of the schools. Inspection of many classrooms in the\nNewark schools will reveal much illustrative material in the form of pic-\n\ntures, charts, specimens, and exhibits that have been supplied by the public\nlibrary and museum to teachers who are trying to improve their teaching\nthrough its use. Those who have charge of this work are most anxious to\nserve the schools and are pleased to get suggestions from teachers as to type\nof material that will be most helpful. The Museum has about 65,000\nobjects and will have more when the new building is completed. The\nlibrary has over 500,000 pictures, many of which reinforce these objects.\nThe Children's Room and the School Department have reference books and\n\ninformation files consisting of clippings, pamphlets, and periodicals as well\nas classroom libraries. All of these have been used freely by teachers and\npupils in the Newark Schools and will be used to a greater extent as time\npasses .\n\nThe department of visual instruction-In a large school system there\nshould be a Department of Visual Instruction to unify the various agencies\nthat contribute to this type of teaching. It should be under the direction\nof a practical schoolman or woman who has had many years of successful\nexperience in the classroom and who has the vision that the greatest factor\nin education is the teacher and that all else is secondary. This department\n\nshould have the leadership of one who sees that visual aids are a means to\nan end and that much teaching may be done without their use at all. This\ndepartment should conduct experiments to test the relative value of visual\naids and should make a study of equipment to the end of getting that which\nis up-to-date, efficient, dependable, and economical. This department should\ngive teachers an opportunity to be trained in the use of visual aids and to\nthis end there should be a highly successful teacher of experience who has\na vision of the appeal of the eye in education and who would spend her\ntime in the field giving demonstration lessons and assistance to teachers.\nThe organization of visual instruction along the foregoing lines will stimulate teachers to a more careful preparation of their work and give pupils\nan added interest in the pursuit of knowledge.\n\n"}
{"page": 331, "printed_page": null, "text": "306\n\nNATIONAL EDUCATION ASSOCIATION\n\nA LAST WORD\nCONCLUDING STATEMENTS OF A REPORT ON VISUAL EDUCATION MADE\nBEFORE THE NATIONAL COUNCIL OF EDUCATION AT TWO DIFFERENT\n\nSESSIONS ; THE FIRST AT SAN FRANCISCO, JULY 5, 1923, AND\nTHE SECOND AT CINCINNATI, OHIO, FEBRUARY 25, 1925\nL. N. HINES, PRESIDENT, INDIANA STATE NORMAL SCHOOL, TERRE HAUTE\nAND CHAIRMAN OF THE COMMITTEE ON VISUAL EDUCATION\n\nAbout three years ago, President Seerley, of the Iowa State Teachers'\nCollege, and then president of the National Council of Education, appointed\na committee to make a report on visual education, materials, methods, system ,\netc. The committee appointed by President Seerley includes : L. N. Hines,\npresident, Indiana State Normal School, Terre Haute, Chairman ; W. C.\nBagley, Teachers College, Columbia University, New York City; Susan\nM. Dorsey, Los Angeles, Calif.; David B. Corson, Newark, N. J.; Mrs.\nCora Wilson Stewart, Frankfort, Ky.; Olive M. Jones, New York City ;\nThomas W. Butcher, Emporia, Kans.; Ernest L. Crandall, New York\nCity; and Mrs. Josephine Corliss Preston, Olympia, Wash.\nThe first and larger part of the report of this committee was made at the\nmeeting of the National Council at San Francisco in July, 1923. At that\ntime Superintendent Dorsey discussed the subject, Visual Education in\nCommunity Center Work; Principal Olive M. Jones, The Child and the\nCommercial Moving Picture; Dr. Ernest L. Crandall, Typical Visual\nAids and How to Handle Them. Mrs. Preston took part in the discussion, while the chairman of the committee summarized, in a way, the\ncurrent educational situation in regard to visual education.\n\nNo report that this committee, or any committee, could make within the\n\nlimited time assigned it could exhaust the topic in hand. Subjects like the\nfollowing : Can Moving Pictures Stimulate Mental Growth ?; Can Visual\nAids Make Education Too Easy ?; The Latest Psychological Researches in\nVisual Education; Teaching Literature with Films and Slides; Teaching\nPublic Safety through Pictures ; The Teaching of History by Visualization ;\nTraining in the Use of Visual Materials ; Limitations on Visual Instruction ;\n\nSecuring Satisfactory Visual Aids at Moderate Cost; The Educational\nValue of Pictures ; Visual Instruction in the High School Laboratory ;\n\nVisual Short Cuts in Education; Bringing Current History Into the\nSchoolroom ; The Literature of Visual Education; Teaching Hygiene\nThrough the Picture; The Future of School Movies ; Visual Imagery in\nGeography ; The Challenge of Visual Education; The Cultural Force of\nthe Picture ; Financing the School Movie; So-Called Educational Motion\nPictures; Visual Instruction Programs; Standards for Judging Educational\nFilms and Other Pictures, may be gleaned from the magazine Visual\nEducation, or the magazine The Educational Screen, and other such\n\n"}
{"page": 332, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n307\n\npublications. All these and others remain to be treated by any committee\nthat undertakes to exhaust the subject in hand.\nVisual education is here to stay. Since the beginning of formal school\nwork, we have been educating the young through the ear and the printed\npage and we have not been paying so much attention to education through\nthe eye, by seeing the things that pupils have discussed or by seeing pictures\nof these things. It has usually been a program of reading and telling, asking questions and answering them.\nThis modern world has injected into education through the accomplishments of science the big question of what we shall do with the material in\nthe form of pictures that has been so freely given us. One dares not speculate as to what future problems in education, science will give us through its\ninventions. Current history will soon be taught in the schoolroom through\na system of television; the time may be approaching when a big fire occurring\non Fifth Avenue in New York will be seen in every schoolroom in America\nwhile it is actually going on. Wemaybe on the eve of a time when moving\npictures of a real battle will be carried over every wire system in the country\nor by wireless, into every home and school to those who may want to see\nwhat is going on.\nFurther, we hardly dare to wonder as to what the visual education of\n\nthe future may be. There are those, of course, who deplore the fact that\ngiving the reproduction of a fact or event through pictures does not involve\nthe mental work and growth in securing images equally as lively from\nword descriptions.\n\nIt is true that one good look at a thing will lead to a fuller comprehension\nofwhat that thing is like than ten thousand words of describing. There are\nthose who think that such habits of learning induce and encourage laziness .\nThey say that the new-fangled methods of teaching through pictures do not\nrequire the study and mental effort of the older methods of learning.\nHowever that may be, the picture is here and we must deal with it to the\nbest of our ability. Increasing millions of dollars are being put into the\ndevelopment of the picture industry. It remains to be seen whether the\nschools can catch step with this great movement, utilize all the materials\nand methods that may be best suited to the schoolroom, and extract from\nthe great educational movement the helps that ought to be brought into\nevery schoolhouse in the land.\nThose who saw on exhibition in Chicago the reproductions of the ships\nChristopher Columbus used in discovering America do not need many other\nhelps in understanding about the size and sea-worthiness of the ships that\nColumbus used in bringing this continent to the knowledge of men. Alook\nat these ships as they floated on the waters of Lake Michigan was a lesson\nin visual education such as no written or oral description could give. We\ncannot take ships themselves into the schoolroom, but we can take pictures of\nthem, both still and moving, and take them to every schoolroom if we have\n\n"}
{"page": 333, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n308\n\nthe money with which to buy the material and the knowledge to use it when\nit is once given to us.\nThe truth is that most of our education in this modern world comes from\n\nthe eye. What is seen will not be so readily forgotten as that which is\nheard. We face the question squarely as to how we shall best use in the\nschoolroom the material that science has given us. Opinions may differ as\nto the best methods of securing results, but so-called visual education is here .\nall about us, in and out of our school system, and school people must learn\nthe best method to use what has been given them.\nEvery teacher of every subject in every school can make use of visual\neducation material. To the uninformed this may seem like a broad statement, but so far have the makers of visual material progressed that they can\nillustrate, in some way any lesson in any subject. This is especially true of\nthe still picture material.\nThe cost of films has greatly hampered progress in the use of moving\npictures in the schoolroom, but doubtless a way will be found in time to\nmake available for every schoolroom still and moving pictures. The wonderful resources of eye-instruction will be made available everywhere and\nteaching will be more efficient at all times and in all subjects.\n\nSECRETARY'S MINUTES—INDIANAPOLIS MEETING\n\nOFFICERS\n\nPresident-JOSEPH M. GWINN, Superintendent of City Schools ...\n.... San Francisco, Calif.\nVice-President-HENRY LESTER SMITH, Dean, School of Education, Indiana\nUniversity\nBloomington, Ind.\nSecretary, ADELAIDE STEELE BAYLOR, Chief, Home Economics Education Service, Federal\nBoard for Vocational Education ..\n\n.Washington, D. C.\n\nThe National Council of Education was organized in 1880, growing out of a\npaper read by 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,\n\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 this volume, pages 000-000 .\nFor constitution and by-laws see Proceedings of 1906, pages 608-11. The Council\n\nmeets twice each year, once in February and once in June.\nFIRST SESSION- MONDAY AFTERNOON, JUNE 29, 1925\nThe meeting was called to order by the President at 2:15 P.M. in the Palm\n\nRoom of the Claypool Hotel. J. J. Tigert, United States Commissioner of Education, addressed the Council on \"The Year's Progress in Education.\" The final\nreport of the Committee on the Status of the American Woman Teacher was\n\npresented by the chairman, Anna Laura Force, Principal of Lincoln School, Denver,\nColorado.\n\nThis report was supplemented by a paper on \"Growth of Teachers in\n\nService\" by A. L. Threlkeld, Deputy Superintendent of Schools, Denver, Colorado.\nA lively discussion followed the reading of the report, in which interest centered\n\n"}
{"page": 334, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n309\n\nparticularly on the single salary schedule recommended by the committee. While\nthere was general approval of this recommendation as a condition to be ultimately\n\nbrought about, many pitfalls were seen in the process. It was encouraging, however, to note that Dr. Tigert in his address stated that 100 cities in the United\n\nStates now observe the single salary schedule. On motion of John R. Kirk, the\nreport with its recommendations was unanimously approved.\nHenry Lester Smith, chairman of the Committee on Vocational Education, presented a report on the first division of the work of the subcommittee on part-time\n\neducation, dealing with \"An Analysis of the Social Position, Educational Status,\nand Current Working Conditions of the Part-Time Student Group.\"\nSECOND SESSION\n\nTUESDAY AFTERNOON, JUNE 30, 1925\n\nThe report of the Committee on Membership was first read, with recommenda\ntions for supplying vacancies in the Council membership and offices as follows :\n1. Membership-a. To succeed themselves with terms expiring in 1931 :\n\nCharles H. Judd, Dean, School of Education, University of Chciago\nMrs. Josephine C. Preston, State Superintendent of Public Instruction, Olympia, Washington\nC. R. Richards, Superintendent of Schools, Ardmore, Oklahoma\nJ. F. Sims, President, Teachers College, Stevens Point, Wisconsin\n\nR. O. Stoops, Superintendent of Schools, York, Pennsylvania\nThos. D. Wood, Teachers College, Columbia University\nA. Duncan Yocum, University of Pennsylvania, Philadelphia.\nb. To supply vacancies, with terms expiring in 1931 :\n\nMargaret Alltucker, Assistant Director Research, National Education Association, Washington, D. C. , to succeed Mrs. Fannie Fern Andrews , Boston, Massachusetts\nFrederic Archer, Superintendent of Schools, Greensboro, North Carolina, to succeed E. C.\nBrooks, Raleigh, North Carolina\nT. H. Harris, State Superintendent of Public Instruction, Baton Rouge, Louisiana, to suc-\n\nceed Charles H. Keyes, Saratoga, New York (deceased)\nc. To supply other vacancies :\n\nA. L. Threlkeld, Deputy Superintendent of Schools, Denver, Calorado, with term expiring\nin 1927, to succeed William McAndrew, Superintendent of Schools, Chicago, Illinois.\n(Could not accept)\nA. B. Hill, State Superintendent of Public Instruction, Little Rock, Arkansas with term\nexpiring in 1928 , to succeed Grace Shepard. (Membership lapsed )\n2. Officers: President-Henry Lester Smith, Dean of School of Education, Indiana Uni-\n\nversity, Bloomington, Indiana, with term expiring in 1928, to succeed Joseph M. Gwinn, San\nFrancisco (Expiration of term)\nVice\n-President-Florence M. Hale, State Supervisor of Rural Education, Augusta, Maine,\nwith term expiring in 1928, to succeed Henry Lester Smith (recommended for presidency)\nExecutive Committee-George W. Child, Superintendent of Schools, Salt Lake City, Utah ,\nwith term expiring in 1928 , to succeed David B. Corson, Newark, New Jersey. (Expiration\nofterm)\n\nMembership Committee-Harry B. Wilson, Superintendent of Schools, Berkeley, California,\nwith term expiring in 1928 , to succeed Mrs. Cora Wilson Stewart (Expiration of term)\nOlive M. Jones, New York City. Reelected, with term expiring in 1928.\n\nBy unanimous vote the recommendations of the Executive Committee were approved and the above members and officers declared duly elected.\nThe following resolution was adopted by the National Education Association\ndelegate assembly at the general meeting in 1924, and referred to the National\nCouncil of Education for recommendations on mode of expansion thus provided :\nAmend Article 4, Section 2, of the By-Laws by adding the following words : ' In addition\nto the 120 members thus selected from the active membership, the National Council may in\nits By- Laws provide for the admission to membership of representatives from the several\ndepartments of the Association on the basis of equal representation from each department.'\n\nAccordingly the Executive Committee of the National Council had conferred and\nnow recommended to the Council that either the number of departments in the\nNational Education Association to be represented in the Council be limited or\nrepresentation from each department be limited in the beginning, that the work of\nthe Council could be more effectively reorganized and carried out in the transition\n\nstage. On motion of E. E. Oberholtzer, Superintendent of Schools, Houston, Texas ,\nit was unanimously voted to recommend to the National Education Association\nthat representation from all departments ( 15 in number) be admitted to the\n\n"}
{"page": 335, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n310\n\nCouncil, but the number from each be restricted to three, these three to be chosen\nas follows:\n\nOne with membership expiring in two years\nOne with membership expiring in four years\nOne with membership expiring in six years\nOne elected biennially thereafter\n\nThe requests of Frank P. Graves, State Commissioner of Education, Albany,\nNew York, and R. O. Stoops, Superintendent of Schools, York, Pennsylvania, that\ntheir unavoidable absence from this meeting of the Council be excused, were\n\nunanimously approved.\nAn open forum on Continuity of Education was conducted by Joseph M. Gwinn,\nchairman of the Council Committee on Continuity of Education.\nMrs. Cora Wilson Stewart, chairman of the Committee on Illiteracy, presented\n\nthe report of A. B. Meredith, State Commissioner of Education, Hartford, Connecticut, a member of her committee, on \"Financing the Education of Adult Illiterates.\" Mrs. Stewart then introduced H. V. Holloway, State Superintendent\nof Public Instruction, Dover, Delaware, another member of her committee, who\nread a paper on \"Suitable Texts for Adult Beginners.\"\nAdjourned.\n\nOFFICERS FOR 1925-26\nOFFICERS, STANDING COMMITTEES, MEMBERS\nHENRY LESTER SMITH, Dean of\nSchool of Education, Indiana University\n........ Bloomington, Ind., President\nTerm expiring in 1928\n\nFLORENCE M. HALE, State Supervisor,\nRural Education ..................... Augusta, Maine, Vice-President\nTerm expiring in 1927\n\nADELAIDE STEELE BAYLOR, Chief,\nHome Economics Education Service\nFederal Board for Vocational Education\n\n.....\n\nWashington, D. C., Secretary\nTerm expiring in 1926\n\nEXECUTIVE COMMITTEE\n\nTHE PRESIDENT, ex officio, chairman\nANNA LAURA FORCE ....\n\n..Denver, Colo....... Term expiring in 1927\n\nGEORGE W.\n\nCHILD, Superintendent of\nSchools\n..... Salt Lake City, Utah\nTerm expiring in 1928\nA. J. MATTHEWS, President, State Normal\nSchool\n\n...... Tempe, Ariz....... Term expiring in 1926\nCOMMITTEE ON MEMBERSHIP\n\nTHE PRESIDENT, ex officio, chairman\nJOHN R. KIRK, President, State Teachers\nCollege\n\n...... Kirksville, Mo ...... Term expiring in 1926\n\n"}
{"page": 336, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n311\n\nWILLIAM B. OWEN, President, Chicago\nNormal College .....\n...... Chicago, Ill........ Term expiring in 1926\nCARROLLG. PEARSE ..\nMilwaukee, Wis.... Term expiring in 1927\nJ. STANLEY BROWN, President, State Normal School ....\n.... De Kalb, III......... Term expiring in 1927\n\nH. B. WILSON, Superintendent of Schools . Berkeley, Calif..... Term expiring in 1928\nOLIVE M. JONES, Principal of Public\nSchool No. 120 ....\n\n....... New York, N. Y... Term expiring in 1928\nTERMS TO EXPIRE IN 1926\n\nElected by the Association\n\nElected by the Council\n\nMARY C. C. BRADFORD, State Superintendent of Public Instruction, Denver,\n\nKATHERINE D. BLAKE, Principal Public\nSchool No. 6, New York, N. Y.\nEDWARD BUCHNER, Johns Hopkins Uni-\n\nColo.\n\nARTHUR H. CHAMBERLAIN, Secretary,\nState Teachers Association, San Francisco, Calif.\nJ. W. CRABTREE, Secretary, National\n\nEducation Association, Washington,\nD. C.\n\nDAVID FELMLEY, President, State Normal\nCollege, Normal, Ill.\nELIZABETH HALL, Assistant Superintend-\n\nent of Schools, Minneapolis, Minn.\nDAVID B. JOHNSON, President, Winthrop,\nCollege, Rock Hill, S. C.\nJOHN R. KIRK, President, State Teachers College, Kirksville, Mo.\nCHARLES MCKENNY, President, State\n\nNormal College, Ypsilanti, Mich.\nJOSEPH ROSIER, President, State Normal\nSchool, Fairmont, W. Va.\n\nversity, Baltimore, Md.\nC. P. CARY, Madison, Wis.\nW. M. DAVIDSON, Superintendent of\nSchools, Pittsburgh, Pa.\nFRANK P. GRAVES, State Commissioner\nof Education, Albany, N. Y.\nOLIVE M. JONES, Principal Public School\nNo. 120, New York, N. Y.\nH. H. SEERLEY, President, State Teachers College, Cedar Falls, Iowa.\nCORA WILSON STEWART, Chairman, National Illiteracy Commission, Frankfort, Ky.\n\nHARLAN UPDEGRAFF, President, Cornell\nCollege, Mt. Vernon, Iowa.\nCAROLINE S. WOODRUFF, Principal, State\nNormal Training School, Castleton,\nVt\n.\n\nH. LESTER SMITH, Indiana University,\nBloomington, Ind.\nTERMS TO EXPIRE IN 1927\n\nElected by the Association\n\nElected by the Council\n\nW. C. BAGLEY, Teachers College, Columbia University, New York, N. Y.\nMILTON BENNION, University of Utah,\n\nGEORGIA ALEXANDER, 520 N. Audubon\nRoad, Indianapolis, Ind.\nANNIE WEBB BLANTON, State Department of Public Instruction, Austin,\n\nSalt Lake City, Utah.\nJ. A. CHURCHILL, State Superintendent\nof Public Instruction, Salem, Ore.\nAGNES E. DOHERTY, Central High School,\nSt. Paul, Minn.\nISABEL L. ECKLES, States Superintendent\n\nof Public Instruction, Santa Fe, N.\nMex.\n\nANNA LAURA FORCE, Principal of the\nLincoln School, Denver, Colo.\nJ. W. SEARSON, State University, Lincoln, Nebr.\n\nTexas.\n\nJ. E. BURKE, Superintendent of Schools,\nBoston, Mass.\nI. I. CAMMACK, Superintendent of\nSchools , Kansas City, Mo.\nDAVID B. CORSON, Superintendent of\nSchools, Newark, N. J.\n\nW. A. LEWIS, President, State Normal\nSchool, Hays, Kans .\nA. L. THRELKELD, Assistant Superintendent of Schools, Denver, Colo.\n\n"}
{"page": 337, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n312\n\nElected by the Association\n\nElected by the Council\n\nWALTER R. SIDERS, Superintendent of\nSchools, Pocatello, Idaho .\nH. B. WILSON, Superintendent of\nSchools, Berkeley, Calif.\nROBERT H. WRIGHT, President, East\nCarolina Teachers' College, Greenville, N. C.\n\nMAY TRUMPER, State Superintendent of\nPublic Instruction, Helena, Mont.\nJ. H. WAGNER, U. S. Bureau of Education, Seattle, Wash.\nD. B. WALDO, President, State Normal\nSchool, Kalamazoo, Mich.\n\nTERMS TO EXPIRE IN 1928\n\nElected by the Association\n\nElected by the Council\n\nTHOMAS W. BUTCHER, President, Kansas\nState Normal School, Emporia, Kans.\nJOHN CALLAHAN, State Superintendent\nof Public Instruction, Madison, Wis .\nE. G. DOUDNA, Secretary, Wisconsin\nState Teachers Association, Madison,\n\nROBERT J. ALEY, President, Butler Col-\n\nWis.\n\nJ.\n\nM.\n\nGWINN,\n\nSuperintendent\n\nof\n\nSchools, San Francisco, Calif.\nT. H. HARRIS, State Superintendent of\nEducation, Baton Rouge, La.\nE. E. OBERHOLTZER, Superintendent of\nSchools, Houston, Texas.\nCARROLL G. PEARSE, 3104 Wells St.,\nMilwaukee, Wis .\nGEORGE D. STRAYER, Teachers College,\n\nColumbia University,\n\nNew\n\nYork,\n\nN. Y.\n\nlege, Indianapolis, Ind.\nE. M. BAINTER, Junior College, Kansas\nCity, Mo.\nJ. STANLEY BROWN, President, State\nNormal School, De Kalb, Ill.\nCHARLES E. CHADSEY, Dean of School\nof Education, University of Illinois,\nUrbana, Ill .\nMELVIN G. CLARK, Superintendent of\nSchools, Sioux City, Iowa.\nA. B. HILL, State Superintendent of\nPublic Instruction, Little Rock, Ark.\nW. A. JESSUP, President, State University of Iowa, Iowa City, Iowa.\n\nMINNIE J. NIELSON, State Superintendent of Public Instruction, Bismarck,\nN. D.\n\nS. B. UNDERWOOD, East Carolina Teachers College, Greenville, N. C.\n\nALBERT E. WINSHIP, Editor, Journal of\n\nMAY WADE, Elementary Teacher,\n\nEducation, 6 Beacon St. , Boston, Mass .\n\nJAMES J. VAN SICKLE, Orlando, Fla.\n\nBerkeley, Calif.\n\nTERMS TO EXPIRE IN 1929\n\nElected by the Association\n\nElected by the Council\n\nEMILY GRIFFITH, Principal, Opportunity School, Denver, Colo.\nFLORENCE M. HALE, State Agent for\nRural Education, Augusta, Maine.\nR. G. JONES, Superintendent of Schools ,\n\nE. E. BASS, Superintendent of Schools ,\nGreenville, Miss .\nJ. A. C. CHANDLER, President, College\nof William and Mary, Williamsburg ,\n\nCleveland, Ohio.\n\nUEL W. LAMKIN, President, Northwestern Missouri Teachers College,\nMaryville, Mo.\nA. J. MATTHEWS, President, State Normal School, Tempe, Ariz.\nS. M. N. MARRS, State Superintendent\nof Public Instruction, Austin, Texas.\n\nVa.\n\nSUSAN M. DORSEY, Superintendent of\nSchools, Los Angeles, Calif.\nFREDERICK E. FARRINGTON, Chevy Chase\nSchool, Washington, D. С.\nLIDA LEE TALL, Principal, State Normal\nSchool, Towson, Md.\nT. E. JOHNSON, State Superintendent of\nPublic Instruction, Lansing, Mich.\n\n"}
{"page": 338, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n313\n\nElected by the Association\n\nElected by the Council\n\nMARY MCSKIMMON, President, National\n\nG. W. A. LUCKEY, U. S. Bureau of\n\nEducation Association, Principal ,\nPierce School, Brookline, Mass.\nWILLIAM B. OWEN, President, Chicago\nNormal College, Chicago, Ill .\n\nM.\n\nE.\n\nPEARSON,\n\nSuperintendent of\n\nSchools, Kansas City, Kans.\n\nEducation, Washington, DC.\nTHOMAS W. PALMER, President, Alabama College and Technical Institute\n\nfor Women, Montevallo, Ala.\nJOSEPH SWAIN, State Dept. of Public\nInstruction, Harrisburg, Pa.\n\nGEORGE L. TOWNE, University Publishing Co., Lincoln, Nebr.\n\nTERMS TO EXPIRE IN 1930\n\nElected by the Association\n\nElected by the Council\n\nC. E. BEACH, Superintendent of Schools,\n\nCORNELIA S. ADAIR, 2121 Park Ave.,\nRichmond, Va.\nSARAH LOUISE Arnold, Lincoln, Mass.\nADELAIDE S. BAYLOR, Chief Home Economics Service, Federal Board, Voca-\n\nEnumclaw, Wash.\nFRANCIS G. BLAIR, State Superintendent\nof Public Instruction, Springfield, Ill.\nM. L. BRITTAIN, President, Georgia Institute of Technology, Atlanta, Ga.\n\nE. W. BUTTERFIELD, State Commissioner\nof Education, Concord, N. Η.\nH. W. FOGHT, President, Northern Normal and Industrial School, Aberdeen,\nS. Dak.\n\nC. B. GLENN, Superintendent of Schools,\nBirmingham, Ala.\nL. N. HINES, President, State Normal\nSchool, Terre Haute, Ind.\nCHARLES S. MEEK, Superintendent of\nSchools, Toledo, Ohio.\n\nTHOMAS A. Мотт, Superintendent of\nSchools, Seymour, Ind.\nHELEN C. PUTNAM, M. D. , American\nAcademy of Medicine, Providence,\n\ntional Education, Washington, D. C.\nJOHN W. Carr, Educational Department, Capitol, Frankfort, Ky.\nOSCAR T. CORSON, R. F. D. No. 2, Oxford, Ohio.\nJ. W. K. DWYER, Superintendent of\nSchools, Anaconda, Mont.\nWIL LOU GRAY, State Supervisor, Adult\nSchools , Columbia, S. C.\n\nCARLETON B. GIBSON, Superintendent of\nSchools, Savannah, Ga.\nA. B. MEREDITH, State Commissioner of.\n\nEducation, Hartford, Conn.\nEDWIN S. MONROE, Superintendent of\n\nSchools , Hammond, Ind.\n\nR. I.\n\nTERMS TO EXPIRE IN 1931\n\nElected by the Association\n\nElected by the Council\n\nMARY D. BRADFORD, 1211 Gilpin Ave.,\nWilmington, Del.\n\nMARGARET ALLTUCKER, Research Division, National Education Associa-\n\nGEORGE N. CHILD, Superintendent of\n\ntion, Washington, D. C.\nFREDERIC ARCHER, Superintendent of\n\nSchools, Salt Lake City, Utah.\n\nJ. G.\n\nCOLLICOTT, Superintendent of\n\nSchools, Columbus, Ohio.\nMARIE GUGLE, Assistant Superintendent\nof Schools, Columbus , Ohio.\nTHOMAS E. FINEGAN, 350 Madison Ave.,\nNew York, N. Y.\nFRED M. HUNTER, Superintendent of\nSchools, Oakland, Calif.\n\nSchools , Greensboro, N. C.\n\nT. H. Harris, State Superintendent of\nEducation, Baton Rouge, La.\n\nJOSEPHINE C. PRESTON, State Superintendent of Public Instruction, Olympia,\nWash.\n\nC.\n\nR.\n\nRICHARDS,\n\nSuperintendent of\n\nSchools, Ardmore, Pa.\n\n"}
{"page": 339, "printed_page": null, "text": "314\n\nNATIONAL EDUCATION ASSOCIATION\n\nElected by the Association\n\nElected by the Council\n\nJESSE H. NEWLON, Superintendent of\nPAYSON SMITH, State Commissioner of\n\nJ. F. SIMS, President, State Normal\nSchool, Stevens Point, Wis.\nR. O. STOOPS, Superintendent of Schools,\n\nEducation, Boston, Mass.\nS. L. SMITH, Agent for Julius Rosen-\n\nTHOMAS D. WOOD, Columbia University,\n\nSchools , Denver, Colo.\n\nwald Fund, Nashville, Tenn.\nCHARL ORMOND WILLIAMS, Field Secretary, National Education Association, Washington, D. C.\n\nYork, Pa.\nNew York, N. Y.\nA. DUNCAN YOCUM, Professor of Edu-\n\ncational Research and Practice, University of Pennsylvania, Philadelphia,\nPa.\n\nACTIVE EX- OFFICIO MEMBERSHIP\n\nJ. J. TIGERT, U. S. Commissioner of Education ...\n\n..\n\nWashington, D. C.\n\nJ. W. CRABTREE, Secretary, National Education Association .... Washington, D. C.\nWALTER R. SIDERS, Chairman of the Board of Trustees, National Education\nAssociation\n\n.... Pocatello, Idaho\n\nJOY ELMER MORGAN, Director of the Division of Publications, National\nEducation Association .\nWashington, D. C.\nMARY MCSKIMMON, President, National Education Association\nBoston, Massachûsetts\n\nFRANK W. BALLOU, President, Department of Superintendence, Superintendent\nofSchools ..\n\n......... Washington, D. С.\n\nTHE YEAR'S PROGRESS IN EDUCATION\nJOHN J. TIGERT, UNITED STATES COMMISSIONER OF EDUCATION\nWASHINGTON, D. C.\n\nDuring the past year there has been a heroic attempt upon the part of\nthose responsible for the appropriation and expenditures of public runds\nto economize as far as public needs would permit. Such an attitude is\nnecessary if we are to face the problem of growing debts. The Federal\nGovernment has made large reductions during the past four years in its\ndebt and operating expenditures, but the tendency among States, counties,\nand cities, has been toward an increase of debts and expenditures. This\nsituation cannot continue indefinitely, and already the necessity for careful\nscrutiny of public spending is spreading over the Nation. In view of\nthis situation, it has been exceedingly difficult of late to maintain the\nschools at a normal efficiency and take care of additional costs entailed by\nsuspended building activities during the war period and constantly increasing enrolment in the schools.\nReturns have not been made to the Bureau of Education for the year\n1924 by all the States. With fairly complete reports from 44 States, it\nis possible to offer some estimates with reference to the increased attendance and costs. In 1924, there were 29,346,000 children of school age\nin the Nation, which was an increase of 2.5 per cent over 1922. At the\n\n"}
{"page": 340, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n315\n\nsame time public school enrolment in 1924 reached the figure of 24,076,000,\nwhich was 3.6 per cent greater than in 1922. It has been necessary to\nprovide educational facilities during the past two years for approximately\n837,000 additional children. The necessity for increased costs becomes\nmore evident when it is noted that the increase in the elementary schools\nis 1.6 per cent greater than in 1922, while the increase in enrolment in the\nhigh schools is 17.7 per cent greater than in 1922. In view of the proportionately greater increase in high school attendance and likewise greater\ncosts per capita for secondary education, it would seem that the great\nproblem of providing adequate funds is constantly accentuated. In 1924,\ncurrent expenses were approximately 11 per cent greater than in 1922, involving an extra cost of some $175,000,000. Outlay for buildings and\ngrounds went forward at a much greater rate. In 1924, approximately\n$376,000,000 was expended in this way, which exceeded the expenditures\nfor the same purpose in 1922 nearly 23 per cent.\nAt the present time it is a satisfaction to report, after a careful survey\nof the field, that the State legislatures were able to carry out their programs\nof economy without appreciable injury to the schools. Upon the convening of the legislatures which met this year in most of the States, quite\na number of letters were received in the Bureau of Education from chief\n\neducational officers in the States expressing hope that the schools would\nnot be set back, and again when the legislatures had adjourned other letters\ncame displaying gratification that the schools had not suffered. In only\na few States were there reductions of appropriations for school purposes\nand these were not great. Practically no progress was made in legislation\nwith reference to either State or local administration.\n\nA number of States\n\nconsidered proposals for the adoption of county administrative organization, but defeat was general on this proposition. No State changed its\nsystem with respect to local district machinery either in 1924 or 1925 .\nThere was a movement in some of the legislatures of the Middle West to\nset up a \" community unit\" of local school administration, but county and\ndistrict organizations everywhere held their ground.\nWith reference to consolidated districts, considerable progress was made\n\ntoward more generous provision of State subsidies for rural schools, the\nenlargement of areas of consolidated units, the establishment of county-wide\nplans of consolidation, and better provisions and regulations for the transportation of pupils.\n\nAbout 1000 consolidated schools were established\n\nduring the past two years, making a total of 14,000 in the United States .\nIt is estimated that the enrolment in consolidated schools is now nearly\nthree million pupils and the annual expenditure for transportation is $30,-\n\n000,000. No less than ten States passed legislation this year definitely\nimproving the situation with reference to consolidated districts. There is\n\nlittle that is constructive in this legislation, but it stands out in a significant\nway during a year almost barren of legislative progress. To this might\n\n"}
{"page": 341, "printed_page": null, "text": "316\n\nNATIONAL EDUCATION ASSOCIATION\n\nbe added the encouraging fact that Massachusetts adopted a new school\ncode in 1924 and Tennessee followed suit in 1925 .\n\nAs a result of the effort to promote economy and efficiency in public\naffairs, there has resulted during the past year a wider adoption of the\n\nbudget system for county and other school taxing units. It is hoped that\nthe budget system will soon become universal, for school officials owe to the\npublic and to the schools that all school matters shall be put on an exact\nbusiness basis. Another source of encouragement is in the fact that a few\nStates increased the State's contribution for schools during 1925. Out-\n\nstanding among these are New York, which provided an increase of approximately $9,000,000 in its appropriation for school purposes, effective\nJuly 1, 1925 ; Montana, where an act referred to the people the question\nof providing for a five-mill State school tax; and Oklahoma, where a pro-\n\nposed amendment to the State Constitution will, if ratified, provide for a\nState fund sufficient to make $15.00 available per pupil in attendance.\nAll efforts made in the 1925 legislatures to pass acts displacing popular\n\nelection of county superintendents with appointment by county boards\nfailed, but in several instances acts were passed which should improve the\nquality and training of county superintendents. There is little doubt that\n\nthe conception of the properly qualified and professionally trained county\nsuperintendent is growing.\n\nThe year marked a continuation of a well-defined tendency in recent\nyears to transform normal schools into teachers' colleges, with four-year\ncourses and degree-conferring authority. This was done for two institutions in Arizona and nine in Wisconsin. Arkansas also changed the name\nof its normal school to teachers' college and increased the appropriation for\nits support. Some progress was made in six or more States in the direction\nof better qualification of teachers through improvement of certification\nlaws of one kind or another.\n\nOne of the pronounced trends of educational progress during the past\nyear has been an increased emphasis and a steady accomplishment in the\ndirection of a reorganization of curriculum material to meet modern needs.\nParticularly encouraging is the interest displayed in revising the elementary\nschool curriculum. Every child is affected by the elementary school, since\nall children are required to attend school for a certain number of years.\nAbout three-fifths of the children of the country never receive more educa-\n\ntion than the elementary schools have to offer. It is thus evident that the\nelementary school curriculum is a vital factor in our national life.\n\nNot enough attention has been given to the elementary school. Secondary\nand higher education have occupied the minds of many of the leading educators, but with the advent of better-prepared elementary school supervisors,\nprincipals, and teachers and of research workers in the field of elementary\neducation, the elementary school is coming into more prominence.\nVarious organizations ,and schools of education are actively engaged in\nstudying the problems of the elementary school curriculum. Many city\n\n"}
{"page": 342, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n317\n\ncourses of study have been revised or are in process of revision. Scissors\nand paste are no longer used when a course of study is being revised.\n\nTeachers, supervisors, subject research specialists, and others make careful\nstudies of the needs of the child and of the community and base the course\nof study upon these needs.\nThe tendency is to give more attention to what were once considered\nfads, as music, art, handwork, and the like. These are often spoken of as\nspecial activities, but they are now considered as necessary as reading, writing, and arithmetic. The three R's, although still receiving more than 50\nper cent of the school time, are now recognized as a means and not an end\nin themselves.\n\nHowever, this movement for a scientific modern curriculum has not yet\nreached the point where one can profitably summarize the advance which\nhas been made on a national scale, but one cannot think of educational\nbetterment without turning his mind to the attention that is now generally\ngiven to curriculum reconstruction.\nDuring the past year, likewise, there has been an awakening over the\ncountry with reference to the needs of moral and character instruction in\nthe school. A variety of plans and programs have been put into operation\nin many places. These are practically all in an experimental or evolutionary stage, and quite local. Accordingly, it is not possible to make any general statement regarding the actual accomplishments in this field.\n\nIn reviewing the year, I think that we are all aware of the fact that very\ndefinite attention has been given to the problem of better individualized\ninstruction . The year marks a distinct step toward more adequate opportunity for the individual pupil and away from the old mass methods.\nIndividualized instruction was a subject of much discussion at the Department of Superintendence meeting in Cincinnati and at other important\neducational meetings during the year. A joint conference on the subject\nwas conducted at Philadelphia under the auspices of the Bureau of Education in coöperation with the University of Pennsylvania. In order to meet\nthe requirements of the individual child, several plans of individual instruction are being tried out at various points. Of these plans perhaps those\nthat are best known and are being watched with the closest interest are the\nWinnetka and the Dalton plans. Modifications have been so varied that\nit is impossible to say now which plan is receiving more approval. It is\nstill less possible to predict whether either of these plans will be eventually\nsuccessful in a program for general adoption. Nevertheless during the past\nyear the realization of the difference in the ability of children and a consequent necessity of some reorganization to meet this need, has become\ndeeper and far more general .\n\nStandardized intelligence and achievement tests, which until recently\nwere subjected in many places to either doubt or dogma, have become prac-\n\ntically universal in our city school systems for one purpose or another.\nToday, school superintendents who do not employ these tests find them\n\n"}
{"page": 343, "printed_page": null, "text": "318\n\nNATIONAL EDUCATION ASSOCIATION\n\nselves in a rapidly diminishing group, looking on as the educational world\nmoves away from them. Even in the rural districts, where educational\nprogress has ever been slowest, there is a marked increase in the use of\ntests. At least ten States now report to the Bureau of Education Statewide testing programs, generally under the direction of the State department working through county superintendents and supervisors.\nRelated to this same question of individualized needs and tests the new\n\ninterest in physically and mentally handicapped children should be at least\nmentioned in passing. A number of States now specifically authorize local\nschool boards to provide schools or classes for the deaf, the blind, the back-\n\nward or crippled child, and in some instances State funds are allowed in\naid of these special schools or classes. In 1925, a half dozen or more\nStates passed laws designed to promote the education of the physically or\nmentally handicapped. Massachusetts provided for the care and treatment\nby cities and towns of underweight and undernourished children. Rhode\nIsland authorized transportation of crippled children to school. New\nYork, Pennsylvania, Delaware, and Ohio all passed laws affecting the welfare of handicapped children.\nIn this general connection it seems proper to mention the increased\nemphasis which has been placed during the past year on research and scientific methods in education. Oratory, influence, and opinion hold a constantly diminishing power over the destiny of our schools. In all direc\ntions, even in the most backward sections of the country, insistence is made\nfor facts with reference to schools.\n\nSchool boards and to a less extent the\n\npublic are beginning to realize, though sometimes it seems all too slowly,\nthat education is a technical field. Consequently, not being content with\nguesswork and rule-of-thumb methods, boards of education, with popular\napproval, are organizing research bureaus or departments to compile data\nregarding practically every phase of the school system. However, this is\nnot done without considerable agitation and opposition at certain points.\nNevertheless, progress is definite. In 1923, there were about 80 research\nbureaus in the cities of the country. Now there are some 120 such bureaus.\nDuring the past year education for better citizenship has continued to\nreceive that popular interest and attention from educationists which began\nimmediately after the war. After a good deal of use and abuse of such\nterms as \"Americanization,\" \"adult education,\" etc., we are now beginning\nto formulate a real program not only for better citizenship as an objective\nin the regular school curriculum, but among our citizenry of all ages and\nnationalities. About twenty States have now established directors for this\nkind of service in their State departments. Many laws were passed in 1925\nrelating to patriotism, good citizenship, and like matters, including such\nenactments as the requirement that the flag be displayed on schoolhouses,\nprovision for the teaching of the Constitution of the United States in the\n\nschools, creation of patriotic holidays and proper regulation of their observance, provision for evening schools and similar classes for foreign-born\n\n"}
{"page": 344, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n319\n\nsubjects, etc. On the whole, there can be no sound objection to this class\nof legislation, but one observation may be made here with regard to it.\nRestriction of time to be devoted to such matters in school hours and other\n\ndetails should not be enacted by laws. In my judgment, if it appears\ndesirable to require by law that some special subject be introduced into the\npublic school curriculum, it should be sufficient if the act simply makes\nthe requirement, leaving the details as to method and procedure to the\nproper administrative officers in the schools.\nAword might be offered here with reference to platoon schools. For the\npast four years the Bureau of Education has promoted conferences on the\n\nplatoon plan in connection with the Department of Superintendence, the\npurpose of these conferences being to bring together as much accurate and\nscientific data concerning the advantages and disadvantages of the platoon\ntype of organization as was possible at the present stage of development.\nIn September, 1924, I addressed a letter to the superintendents of the 68\ncities which have a population of 100,000 or more, asking them to give me\nfrankly and as completely as they could the results of their experience,\nobservation, and study both as to the merits and demerits of platoon schools.\nReplies were received from 56 of the 68 cities. Of these 56 cities, 24 had\nplatoon schools and the superintendents in all these favored the plan except\nonewho stated that his experience had been too brief to express an opinion\nat this time. Thirty superintendents from the whole number stated that\nthey were favorable to the plan and expected to establish schools on the\nplatoon plan; 22 stated that they were unable to form any opinion\nbecause of lack of experience ; four stated that they were not favorable to the\nplan. The number of cities having this plan continues to increase. In\nApril of this year, 93 cities, with a total population of 16,000,000 in 30 of\nthese cities, had adopted the plan in one or more schools.\nIn recent years there has been marked progress in the field of kindergarten education. According to the statistics for 1922-24, the kindergarten enrolment of the country shows an increase of 61,523. In 1920-22,\nthe increase was 44,881 . In 1918-20, 37,811. These figures show the\nprogress to be cumulative. The gain for the six years from 1918 to 1924,\ntherefore, totals 144,215. This is an average gain per year of 24,036.\nThe total kindergarten enrolment of the country is now 617,353.\nThis growth in the enrolment shows that the kindergarten is increasingly accepted as an organic and essential part of the school. This fact is\nshown also in other ways. One is that first grade rooms are being equipped\nso as to make it possible for the work in these grades to include activities\nsimilar to those of the kindergarten, and the second that the courses of study\nfor the primary grades are being organized without a break from the kindergarten up. Several cities have published such courses . Among these are\nDenver and San Francisco, which did so in 1924. The supervision of the\nkindergartens is combined with that of the primary grades in 100 of the\n159 cities that provide kindergarten supervision. The organization of\n\n"}
{"page": 345, "printed_page": null, "text": "320\n\nNATIONAL EDUCATION ASSOCIATION\n\ncombined kindergarten-primary courses in teacher-training institutions, to\ntake the place of the former separate courses for these two groups of teach-\n\ners, is an additional evidence that the kindergarten is now recognized as an\norganic part of the school. In 1923, 75 such courses had been organized.\nIn the field of higher education there is evidence to the effect that the\n\ngreat rush to college which occurred immediately after the World War is\ngradually settling down to a more normal increase in students. The enrolments in agriculture and engineering have remained stationary for\nseveral years, whereas in liberal arts, business and commerce, medicine and\nhome economics they have gone forward rapidly. Consequently within a\nrelatively short time we have witnessed a great social change, the significance of which we do not fully appreciate, namely, that it is now approximately twice as usual for young men and young women to go to college as\nit was only about 15 years ago.\nOn account of this increase in the proportion of our young people who\ngo to college and because of the growing diversity of tasks in industry, business, engineering, agriculture, and the professions, which require specialized\npreparation, new curricula are being organized to meet these demands, as\nfor example, in nursing, dental hygiene, evening and extension education,\njunior colleges, teacher training, accountancy and a host of others which\nmight be mentioned. There remains as yet the problem of the better\norganization of these and other courses of study for the most effective work.\nTo a considerable degree the necessary financial adjustments to support\nthe increase in student enrolment and in extent of work have been made.\n\nState legislatures have in most instances responded favorably to the needs\nof the institutions for larger appropriations for buildings and maintenance.\nThe privately supported universities and colleges have adjusted their financial difficulties somewhat more slowly, because in most instances it has been\nnecessary to secure larger endowments through special campaigns requiring\n\nseveral years for completion. Even yet some of them are struggling to\naccomplish this objective.\nOut of all the present discussion concerning higher education it seems\nclear that the American people are anxious to have the youth of today\nbetter prepared for life than ever before, that every young man and young\nwoman shall be given an equal opportunity to demonstrate his or her\ncapacity for higher education and that the colleges and universities shall be\nkept close to the needs of the people. In other words, in higher education, as well as in elementary and secondary education, we are striving to\npreserve and develop the spirit of democracy which is the ideal of our\ncivilization.\n\nA brief paper of this kind does not permit a complete summary of educational progress during the year. A number of important phases of educational progress could be added to what we have said, particularly with\nreference to the field of secondary education, including the growth of\n\n"}
{"page": 346, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n321\n\njunior high schools; but we shall forego a presentation of these and close\nwith a bare statement with reference to the salary situation.\n\nAs regards the salaries of rural teachers, there is a slight increase in the\ncountry as a whole, as reported to us in 1924, over the salaries reported in\n1923. There was an average increase in salaries paid rural teachers, in all\ntypes of schools, of $24. The lowest increases were in the one and two\nteacher schools, averaging five and six dollars, respectively. The highest\nincreases were in consolidated schools, in which there was an average increase during the year of $53. The cities of the country have generally\ncome to the realization that teachers must now be paid salaries at least\n\nequal to the purchasing power of the salaries of 1914. On the whole,\nteachers' salaries in city schools exceed in purchasing power the salaries of\n1914, although in some instances this is not true. During the past two\nyears the increases in salaries of city teachers have been relatively small ,\namounting on the average to about three per cent. One of the significant\nmovements in cities is that of providing equal pay for equal training and\n\nexperience, regardless of whether the teacher is employed in the primary,\nintermediate or secondary grades. More than 100 cities have recently\nadopted this plan of single salary schedules.\n\nREPORT ON STATUS OF THE AMERICAN WOMAN\nTEACHER\nANNA LAURA FORCE, PRINCIPAL, LINCOLN SCHOOL, DENVER, COLORADO,\nCHAIRMAN\n\nContribution by Classroom Teachers-\"The outstanding contribution\nof the past two decades by classroom teachers,\" according to Miss Julia A.\nSpooner, Portland, Oregon, \"is their organization of teachers as teachers.\nThe classroom teacher's contribution to herself, to her own development\nand outlook has been bettering the conditions under which she works.\nHer best contributions to her own group have been the awakening of\nher professional self-consciousness, her determination within her own group\nto raise and reach standards which match those set by the ablest leaders in\neducation for themselves and her consecration to the creed that not the\n\nsupremacy of one but equality of all brings best results to our Nation.\"\nRural Teachers-Mr. Keppel, sunperintendent of Los Angeles county\nschools, has well said of the rural teachers : \"As we follow them out into\nthe country away from the cities, they are increasingly ever more and more\ngiving their lives as martyrs trying to maintain an American Nation with\nAmerican ideals and trying to do it with inadequate preparation, salaries\nand support.\"\nAnother student of rural education claims that \"The dead of the transient\n\n"}
{"page": 347, "printed_page": null, "text": "322\n\nNATIONAL EDUCATION ASSOCIATION\n\nand untrained majority of our teaching population forms the heaviest\nhandicap of educational efficiency.\"\nWhere the county unit prevails or a consolidated school system exists,\nthere is demand for a higher grade teacher, one who has more than minimum preparation, one who is paid a better salary and receives more helpful supervision.\n\nSingle Salary Schedule-The report on the\"Single Salary Schedule\" as\npresented by Miss Cora B. Morrison, Denver, Colorado, presents a reform\nin our educational system which will establish conditions that will react in\nadequate service to the public. The single salary schedule recognizes the\nfact that the elementary teacher, in order to meet efficiently her vital\nresponsibility to the public should be as well trained and as highly educated\nas the high school teacher and it endeavors to provide a salary which will\nnot only enable her to make preparation but which will hold her permanently in the service of the elementary schools. At the same time it\nprotects the right of every child to a well prepared, adequately trained\nteacher.\n\nMarriage and Women Teachers-A very careful study of \"Marriage\nand Women Teachers\" has been made by I. N. Edwards, Chicago University, published in the May issue of the Elementary School Journal.\nThe following quotation from the article gives a fair and logical opinion\nof the status of the teacher who marries and wishes to continue teaching :\nNo court of final jurisdiction, it seems, has yet passed upon the constitutionality\nof a statute specifically stipulating marriage as a cause for dismissal of women\n\nteachers-the law contemplates that every teacher be given the opportunity to\nfulfill the obligations of her contract. So long as such obligations are met, the\nlaw is satisfied; when they are not met, the teachers may be removed.\n\nWomen in the Administrative Field-Women teachers have not in-\n\nfrequently demonstrated ability in the administrative field. The memoirs\nof Mary Lyon, Alice Freeman Palmer, and Ella Flagg Young offer the\nbest testimonial to this declaration .\n\nA recent report of Women in Administrative positions in the educational field compiled from the Educational Directory, 1925, published by\nthe Bureau of Education, Washington, D. C. gives the following data :\nIn the United States there are :\n\n8 State superintendents\n9 deputy superintendents\n1 commissioner of elementary education\n40 city superintendents\n856 county superintendents\n\n6 public school managers in cities of 30,000 population or over\n10 presidents of universities and colleges\n9 presidents of junior colleges\n55 heads of departments of education in colleges and universities\n110 deans or advisers of women in colleges and universities\n4 directors of extension\n\n1 president or dean of schools of law\n\n"}
{"page": 348, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n323\n\n3 principals of State public normal schools\n\n15 principals of city public normal schools\n71 directors of county normal schools\n\n144 directors of kindergarten training in colleges, normal schools and in kinder\ngarten training schools\n26 executive officers of State library commissions\n7 directors of library schools.\n\nDr. James F. Hosic, Teachers College, Columbia, who made a valuable\ncontribution to this report at Cleveland, 1924, on Single Salary Schedule,\nbelieves that (in his report to the National Council on the Status of American Women Teachers) \"we should emphasize the advantage to be obtained by raising every year the standard of preparation required for appointment of teachers. So long as young girls without experience can\nqualify for the regular positions in the elementary school by two years\nof normal school training, as is now the case in almost all the cities of the\ncountry, a brief tenure, low salaries, and little recognition are inevitable.\nWe must educate the public to understand that the task of teaching is one\nfor the expert.\n\n\"Many teachers, in my judgment, have made a mistake in showing themselves unfriendly to modern scientific methods of investigation in the field\nof education. Business and engineering are both rapidly becoming true\nprofessions . No one expects the man in the street to become a practicing\n\nengineer except after a period of rigorous training. Business on the higher\nlevels is rapidly approaching this same status. The older professions of\nmedicine, law, and theology long ago reached it. Teaching must be raised\nto this level also .\n\n\"The stand taken by the Board of Education in Cincinnati should be\nmade known to school boards everywhere. In that city for some years\n\nappointment to a position as teacher has required scholarship and training\nequivalent to that represented by the Bachelor's degree. There has apparently been no lack of candidates to fill the teaching positions. Indeed,\nthose who are familiar with the attitude of normal school students testify\n\nthat these students welcome the opportunity, when it is offered, for a\nmore extensive course than is now usual. A period of training in preparation for elementary school teaching should be quite the equal in length\nand thoroughness to that recognized as essential for high school teaching.\nThe scholarship required is in one case undoubtedly different from what\nit is in the other, but it is no less exacting. The day when all the children\nentering the school were lumped off together has past. More and more the\nteacher is called on to carry out a program of adaptation to individual\ndifferences . This requires an equipment not dreamed of or possible a few\nyears ago. All women teachers should be awake to this fact and should\nmake every effort possible to qualify for the new duties which lie just\nahead. After all, the future of the woman teacher is in her own hands .\"\n\nHomer H. Seerley has made a valuable contribution to this subject in\nBulletin 1922, Number 44, The American Teacher.\n\nHe claims that :\n\n"}
{"page": 349, "printed_page": null, "text": "324\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe improvement of the army of teachers in the United States is an undertaking\nthat is worth the large investment required, as thereby standards of scholarship,\nof preparation and of efficiency can be exacted and accomplished.\nThe various higher institutions of learning, the numerous colleges, public and\nprivate, have united in making up a national system of preparing teachers by\ncoöperating in every way that can be invented to forward scholarship, knowledge\nand culture as the necessary bases of a notable, progressive and complete civilization.\n\nHe further reports what he is \"led to believe is sound pedagogical doctrine as\nwell as genuine Americanism. \"\n\nAs I see it after some years of administrative business with teachers and with\ntraining teachers for educational service, I am convinced that with all the rights\nof citizenship now equally conferred that there is no problem as to status of the\nwoman teacher that does not equally apply to the man teacher.\nThere is no required difference today in education and training, there is no\ndifference as to qualifications and opportunities that is not in the control of the\nindividual who decides to enter an occupation that is either professional, business,\nindustrial, domestic, or humanitarian. There should be no legislation that can\nbe State or National that will recognize any special rights as an individual because\na certain occupation has been selected. There is no reason why teachers should\nexpect more for themselves than other public servants have so far as public\nguarantees and permanent service is concerned.\nIt is evident that the success of a teacher can not be protected or insured by\n\nany system that takes away a part of the entitled income in order to get the\nfinancial means to later pay a retiring allowance.\n\nTeachers should have the\n\nrights of citizens to conduct their own business, to practice their own thrift, to\npossess their own earnings and to invest their own savings-in fact, the authority\nand the right and the privilege to be treated as human beings of enough business\ncapacity to live their own lives, practice their own judgment, devote themselves\nto their own ideals and make their own history.\nToo much of modern thinking and planning seems to proceed upon a theory\nthat teachers by their own calling and through their own service can not avoid\n\nincompetency, dependence and legal professional protection. Teachers should be\nmen and women in the fullest sense of the word and should refuse to recognize\n\nany aim that subordinates their personalities, destroys their independence, and\nrefuses to recognize their latent and practical capability.\n\nMrs. Mary C. C. Bradford, Superintendent of the Department of Public Instruction, Capitol Building, Denver, Colorado, presents the following\nreport :\n\nThe Status of the Colorado Woman Teacher as Affected by the New Minimum\nSalary Law and the New Certification Law-Exalting the work of the teacher\nand professionalizing it according to the highest standards, has long been the aim\nof the educational forces of Colorado. Among the various agencies that have\nbeen adopted toward that end, none have been more fruitful of rapid progress\nthan the minimum salary law for teachers and the certification law for teachers\nadopted within recent years in Colorado.\nThe minimum salary law has gone far toward remedying the disgraceful con-\n\ndition of an illy paid teaching staff, while the certification law creates the opportunity for the teachers to earn constant financial promotion and to gain the\nincreased dignity of professional standing.\nTo those who seek to assist in building a State through a broad visioned and\nefficient system of education, it is indeed a gratification to realize the school bet-\n\n"}
{"page": 350, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n325\n\nterment that has been brought about by the improvement in the standards of teach-\n\ning. And after all, the teacher is seventy-five per cent of the school value. However important school buildings and equipment, school libraries, playground apparatus, and other additions to the material environment of the school may be, the\ncore of it all, the vital creative impulse is, and must ever be, the teacher.\n\nWhen it is remembered that less than thirty years ago Colorado, in common with\nmany other States, had no minimum salary law, no tenure of office, no single\nsalary schedule, no highly professionalized certification requirements ; and these\nconditions are contrasted with the present status of the teacher, and consequently,\nthe present welfare of the schools, it is indeed cause for congratulation, that such\nfruitful pieces of legislation are beginning to function in the educational life of\nthe Commonwealth .\n\nToday in Colorado no teacher may write even the county examination unless\nshe is a high school graduate and has done some collegiate or professional work.\nNo first grade county certificate may be renewed unless a minimum of twenty\nweeks of work has been accomplished in an Institution of Higher Learning.\nEach biennium the requirements for certification are increased. When the school\nyear of nineteen hundred thirty- one shall have arrived, a very desirable condition\nwill have been established in Colorado schools, for, not even in the most remote\nrural school, will the parents of any Colorado child be asked to accept the services\nof a teacher with less than two years of collegiate or professional training in an\ninstitution of higher learning.\n\nContrast this with former days when it was\n\npossible, though not frequent under the law, for schools to be maintained with a\nteacher in charge who had only an eighth grade education.\n\nAs each additional professional attainment is reached, there is a cor.esponding\nincrease in salary and a greater presumption of longer tenure of office.\nOne of the visions of child lovers throughout America bids fair to be realized\nin the near future through the raising of the requirements for the certification\n\nof teachers, to a level approaching those of the qualifications demanded of members of other professions.\n\nA trained teacher in every school house for every\n\nAmerican child. This is the vision, this the hope toward the realization of which\nthe best minds in the educational world are devoting their energies.\n\nBeautiful\n\nschool buildings ? Yes, undoubtedly, with ample grounds and adequate equipment, with the fine arts to add their loveliness to the school house ; a school plant\n\nmeasuring up to Twentieth Century standards ; but above all, a professional group\nof teachers from the kindergarten up holding their own with lawyers, doctors ,\n\nministers, and all the other professional groups, because of the splendidly fulfilled\nrequirements of a strict professional method of certification. A group that has\ncome into its rightful heritage of civic and governmental recognition because of\n\nits magnificent exemplification of the four marks of a great profession: the possession of a body of accurate and comprehensive knowledge, a group of fundamental and inclusive principles, a set of standards to which they measure up, a\n\nmethod of practice which they use with skill, and supremely, a flaming devotion\nto the great calling through which they function.\nThis is the status of the teacher today. Because the teacher has achieved it,\nthe community begins to recognize the full meaning of this great profession.\n\nMiss Cornelia Adair, member of the committee who has already made\n\nseveral contributions to this report, submits the following on the \"Status\nof the Classroom Teacher\" :\nThe past twelve years have shown a most remarkable development in the\nprofessional growth and attitude of the American teacher. This development\n\nhas made itself manifest in a variety of ways, chief among which is the organization and work of teachers' associations. A glance at the list of affiliates of the\n\n"}
{"page": 351, "printed_page": null, "text": "326\n\nNATIONAL EDUCATION ASSOCIATION\n\nNational Education Association and of the National League of Teachers Associations will verify this statement as to the numbers of associations.\n\nThe first work of these associations was largely the establishment of that inseparable trio-salaries, tenure, and pensions. While none of these three have\nbeen set up in every State in the Union, nevertheless the principles of adequate\nsalaries, reasonable retirement allowances and indefinite tenure have been accepted\nby almost all members of the educational world so that the profession presents an\n\nundivided front whenever these matters are the subject of legislation. Therefore,\nto this extent the status of the teacher has become more professional.\nAnother result of this development is the change in the teachers' professional\noutlook.\n\nLast summer between forty and fifty per cent of the public school teach-\n\ners in the United States attended summer schools. Every city within a hundred\nmile radius of a college has its system of university extension; while some of the\nlarger cities,-for example, Cincinnati and Buffalo-have complete systems for\nteacher training in the service. Most of these systems give a cultural, as well as\na professional background.\n\nOne of the direct outgrowths of more adequate academic and professional training of teachers has been the changed attitude toward supervision. Formerly,\nthe supervisor was a superior, well-educated being, who came to criticize-constructively or otherwise ; now, since many teachers are of equal training and\nexperience, the work of the supervisor is the improvement of the schools through\nthe coöperative effort of everyone connected with the school system.\nLately, teachers ' organizations have turned their attention to the intensive study\nof problems affecting their daily work. In one club bulletin we read of the\nDenver teachers' coöperation in curriculum building. Superintendent Newlon,\nwith characteristic directness, cut through the usual difficulty in this sort of cooperation by allowing the teachers school time to accomplish this work. From\nthe National League of Teachers Associations comes a report on the Social, Professional and Economic Status of the Teacher. From Duluth, a study of Living\nConditions of Teachers in the United States, Minneapolis has made a Survey\nof Tenure whose findings are based on teacher turnover. Milwaukee has published a bulletin on the Platoon System, San Francisco has studied the question\nof Professional Reading. A committee of Pueblo teachers have worked out a\nsplendid report on Minimum Essentials in the Grades. Portland, Oregon, has\n\nmade an excellent study of the Exceptional Child in School. The Dallas Club\nand a number of other clubs are studying Teacher Ratings, and so on. Many of\nthese studies are of such a high character that they have been accepted for credit\nby colleges and universities .\n\nOne of the most outstanding reports on one of the most vital questions affecting\nthe status of the classroom teacher is the report of the Denver teachers' association\non the single salary scale. This report states that there should be but two\n\nfundamental factors in determining the salary of a teacher, namely, academic and\nprofessional training, and length of service, in the words of a successful State\n\nsuperintendent, \"The single salary schedule will give greater significance to teacher\ntraining ; it will help to solve the problems of the elementary schools ; it will give\nhope to the teachers and bring rich rewards to the pupils.\"\n\nThese, then are some of the factors in the improvement of the status of the\nAmerican Woman Teacher.\n\nRecommendations to the National Council of Education on Status of\nAmerican Woman Teacher-1 . The legal status of the teacher should\nbe clearly defined by the passage of certification, tenure and pension laws.\n2. The economic status should be determined by\n(a) Salaries that are commensurate with scholastic, cultural and professional attainments including successful experience in teaching.\n\n"}
{"page": 352, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n327\n\n(b) Tenure that gives stability to the profession and relieves the mind\nof uncertainty.\n\n(c) Pensions and retirement allowances that permit the teacher to retire with dignity in keeping with services rendered.\n3. The professional status will be determined by the legal and economic\nstatus .\nIt must be constantly changing through requirement of more\nadequate preparation.\n\n(a) Preparation should meet legal requirement for courses in education\npresupposing a scholastic and cultural background.\n\n(b) Departments of education in colleges, teachers' colleges, and all\nteacher training institutions must be held responsible by law for professional courses offered and opportunity for practice teaching under scientific\nsupervision .\n\n(c) Opportunities provided for teacher participation in administrative\npolicies, such as curriculum building, teacher rating schedules, supervision\ncouncils, salary and pension studies, will awaken a professional self-consciousness .\n\n(d) If the professional status of the teacher is to be recognized by the\npublic she must be able to interpret school activities in terms of present\nday theories and practices.\n(e) The teacher should not only support local, State and National\n\norganizations but she should participate in policy making, take part in\ndiscussions, serve on committees, prepare and present reports, serve in any\n\ncapacity that makes her an active participator instead of a passive listener.\n(f ) The Education Bill, sponsored by the National Education Asso-\n\nciation and supported by thousands of members of other organizations,\nwill provide legislation that will greatly improve the status of the teacher.\nBy this act, there will be large appropriations made for teacher training\ninstitutions that will give greater opportunity for preparation for all teachers, especially rural teachers.\n(g) It is the responsibility of every member of the teaching profession\nin the American public school system, in the State institutions and in colleges to work out and support administrative policies that will develop\nand strengthen State systems; that will provide larger administrative units\nwhereby both cost and educational opportunity between town and country\n\nchildren may be equalized. Our country boys and girls are entitled to an\neducation at least somewhat comparable to what has long been provided\nfor city children.\n\n(h) Professional spirit should be an outcome of the teacher's consecration to her task. A code of ethics may inspire and stimulate a teacher who\n\nhas already attained professional outlook but it alone will not change one's\nhabits of thinking. She must \"Hold heart and mind open to new ideas,\nfine ideals and more splendid objectives.\"\n\nThis report includes several studies and reports, previously presented to\nthe National Council of Education by eminent educators and published as\na part of the N. E. A. Proceedings 1923 and 1924.\n\n"}
{"page": 353, "printed_page": null, "text": "328\n\nNATIONAL EDUCATION ASSOCIATION\n\nThere are still many phases of this subject to be studied that will be\ntaken up by other committees under different titles. However, this final\nreport with recommendations is now submitted to the National Council\nof Education for approval, as the committee has completed its work.\nBIBLIOGRAPHY\n\n1. Addresses and Proceedings, N. E. A. 1918, 1923, 1924 :\n2. Research Bulletins of the National Education Association .\n\n(a) Teachers' Salaries and Salary Trends in 1923. Vol. I, No. 3,\nMay, 1923 .\n(b) Public School Salaries in 1924 and 1925. Vol. III, Nos. 1 and\n2, Jan. and March, 1925.\n(c) Problems of Teacher Tenure. Vol. II, No. 5, Nov., 1924.\n(d) Teachers' Retirement Allowances. Vol. II, No. 3, May, 1924.\n3. Annual Reports of N. E. A. Committees :\n(a) One Hundred on Classroom Teachers' Problems.\n(b) One Hundred on Rural Teachers' Problems .\n(c) One Hundred on the Problem of Tenure.\n(d) One Hundred on the Problem of Retirement Allowances.\n4. Association Bulletins and Leaflets :\n\n(a) The Education Bill and Discussions, Dr. George D. Strayer.\n(b) The Nation's Teachers, Olive Jones.\n(c) Home Bulletin Plan No. 1 (A problem for Teacher's Home) .\n5. The American Teacher Bulletin 1922, No. 44, Homer H. Seerley,\nDepartment of the Interior, Washington, D. C.\n6. Women in Administrative Positions. Compiled from the Education\nDirectory 1925. Published by the U. S. Bureau of Education, Washington, D. C.\n\n7. Marriage and Legai Cause for Dismissal. I. N. Edwards, Elementary School Journal, May, 1925, Chicago University.\n\nTEACHER GROWTH IN SERVICE\nA. L. THRELKELD, DEPUTY SUPERINTENDENT OF SCHOOLS, DENVER, COLO .\n\nIn order to establish a point of view from which to consider this special\ntopic it is necessary to see what we mean by growth in general and how it\ncomes about.\n\nIt is obvious that there is no possibility for growth unless there is activity. A person cannot grow if he does not act. It is by his initiative and\naggressiveness in controlling his environment to the furtherance of his own\nends that he goes on to something bigger and better.\nBut we should not lose sight of the fact that activity in itself is not\n\n"}
{"page": 354, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n329\n\nsignificant so far as intellectual growth is concerned. It must be activity\nplus experience. Experience is not made up of mere happenings but consists of meanings which these happenings have to the individual.\n\nTwo\n\npersons may have an illness ; both recover, and in all external aspects\nthe two cases may be about the same; but one may have the experience of\nthe illness and one may not. This is due to the fact that the first or the\n\none who gets experience reflects upon the thing that has happened to him ,\ngoes into the causal factors of it and arranges to control these causal factors\nso that he can prevent his having such a thing happen to him again. He\ncomes then to an understanding of the causes back of the event and how\nby control of these causes he may get the result that he wants, either for\nhimself or for others. In other words, he has experienced intellectual\ngrowth and enrichment as a result of the happening which he has undergone. The other person does little or none of this reflection and has therefore not had the experience which the happening itself had potentially\nwithin it. It is this ability to derive meaning which enables us to use the\nthings which happen to us as means by which we can go ahead to more\ndesirable levels. It is this which constitutes experience. Therefore, growth\ncomes out of such activity as becomes experience as experience has just been\ndefined.\n\nIt is perhaps needless to say that most of our experience must come out\nof that which constitutes his paramount life's direction or interest. It is\nin the field of activity connected with this purpose that the happenings\noccur upon which he can reflect and by virtue of such reflection control\nconditions to the end of a higher level of results. This special interest or\nfield of action in the case of the school teacher is of course the business of\n\nteaching the pupil. It is here that we have the source of teacher growth.\nThis means when carried further that the growth of the teacher cannot\nbe brought from the outside into the schoolroom where the activity is. It\nis within any particular situation where the teacher meets the pupil that\nwe have the source of the activity out of which the experience of both pupil\nand teacher is to grow as far as the functioning of the school is concerned.\n\nIn other words, the growth of the teacher must focus upon the activity of\nthe pupil as he proceeds through the educative process. Nothing that is\nessentially external to this source can be a factor in teacher growth.\nStated in another way experience which is to represent teacher growth\n\nmust be obtained primarily where education goes on; namely, in the field\nof the teacher's work. In other words, teacher growth originates in and\nfocuses upon his everyday work. It is somewhat misleading then to speak\nof teacher growth in service because that implies that there could be such\ngrowth somewhere else, when as a matter of fact that is not possible.\nDo I mean to say that there is nothing of value in a teacher attending\nsummer sessions of colleges and universities, or other sessions for that\nmatter, which seem to be located at a distance from the field of the teach-\n\ner's activity ? Of course I mean nothing of the sort. What I do mean\n\n"}
{"page": 355, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n330\n\nto say is that in the case of the growing teacher, the teacher who is actually\ngrowing, summer schools, or professional courses anywhere are means to\nhis work in the fields. It is reversing the proper order of things for a\nteacher to attend professional courses as if they were the source of his\nprofessional growth. They are means to ends, which ends are in the lives\nof the pupils whom he is to teach. The proper attitude is that he is to\n\nfind something in the professional courses which inherently links up with\nthe solution of definite problems which face him in the field. In other\nwords, if a teacher attends our professional schools and evaluates all that\ncomes before him out of a consideration of the problems which exist in the\nfield where the life that he deals with is going on he will be making our\nprofessional courses serve their proper end.\n\nThis point of view places a tremendous responsibility upon the administrators of school systems because it presupposes educational programs out\nin the field which give the teachers the desire and the opportunity to work\nout problems as they perform their everyday duties. In fact, it is this\n\nworking out of pupil growth problems which should be the everyday duty\nof teachers .\n\nIt is doubtful if teachers who come from a school in which\n\nthere is not an aggressive educational program in operation, if there be any\nsuch, get any worth-while value out of attending professional courses in our\ncolleges and universities. But those who come from school systems where\nteachers are not only permitted but encouraged to coöperate in the solution\nof our problems in educational technique have intelligence back of their\nchoices of courses and back of their evaluation of matters presented in\nthese courses.\n\nTo be more specific, if teachers are to grow in service they must be making a definite continuous study of all the problems appertaining to curriculum making. This is true because curriculum making is not a special\ninterest in activity within the educative process. It is as broad as education itself. There is no question of method, classification of pupils, educational guidance, construction and equipment of buildings, and the like\nwhich is not inherently a part of the great problem of curriculum reconstruction.\n\nIt is the essence of our business as educators.\n\nTherefore, if a\n\nteacher is to grow he must be continually and primarily interested in a\nstudy of what the child should learn, what by virtue of his original nature\nhe can learn, and what technique and materials will make the best connection between these two factors. Again let me emphasize the fact that this\n\nproblem obviously is inherent to the situation in which the pupil is. The\nstudy of it must always begin in and continually be directed with reference\n\nto this fundamental fact. And this is what we mean by the teacher's field\nwork. It is his whole work as a teacher. His growth in service is his\nwhole growth.\nAs a further and more specific illustration of the effectiveness of curricu-\n\nlum reconstruction as a means of teacher growth perhaps I am justified in\nrunning some risk of violating the principles of good taste in order to refer\n\n"}
{"page": 356, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n331\n\nto the curriculum revision program which has been in operation in Denver\nfor about three years. It has been based upon the principle of extensive\nteacher participation as well as upon many other considerations. I shall\nnot take time to go into detail any more than to say that committees and\nteacher groups that have gone far enough with their work to get courses\nof study ready for tentative use in the classroom have experienced a growth\nwhich they themselves unhesitatingly declare to have been the richest professional experience which they have ever had. May I quote from a letter\nwhich we have received from one of the most prominent of curriculum\nspecialists in this country, a man whose name is known wherever this problem is seriously considered, and whose services were had for several days by\ncertain of our committees. In response to our inquiry for suggestions concerning a person to be director of our department of curriculum he said the\nfollowing: \" I realize that in terms of the knowledge of the course of study\nany man will have to measure up pretty well to hold the respect of the\nvarious groups which have been working on the course of study. These\n\ngroups are intelligent and well informed. There are very few men, if\nany, who could not learn a good deal from the people in these groups.\nSome of them appear to me to be as intelligent and capable as most of the\nnational committees with which I have worked. I was particularly pleased\nwith this evidence of the success of your plan.\"\nIt is obvious that after teachers have been working in the field on problems of this kind they go to our professional schools with a high degree of\ndefinite motivation. They are after something and they know what it is\nwhen they see it. In other words, it is a case of personalities which have\ngathered in meanings from experiences out of which comes the desire for\nmore experience. Such persons are dynamic factors, whereas those who\ngo through a humdrum life of following directions without questioning, a\nlife largely of routine, merely get a certain mechancial skill and never\nreally grow.\nSo what I have tried to emphasize here is, first, that growth comes out of\ndynamic qualities, that it is inseparably linked up with activity, with doing\nsomething combined with reflective study, resulting in meanings which give\nthe means by which further growth is to be directed. Second, the source of\nsuch activity, and therefore the primary and only opportunity for teacher\ngrowth originates in and focuses upon the teacher's job in the field. All\nelse is contributory in character and must function as means to this end.\n\nIn the third place, I have attempted to illustrate the sort of thing in the\nfield which is necessary in order that teachers may have the opportunity for\nprofessional study and growth ; namely, continuous curriculum reconstruction.\n\n"}
{"page": 357, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n332\n\nSUITABLE TEXTS FOR ADULT BEGINNERS\nH. V. HOLLOWAY, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nDOVER, DELAWARE\n\n*All that is found in books is not truth, nor has all knowledge been committed to the printed page, but a mastery of books will continue to be the\n\"Open Sesame\" to the world's stored-up wisdom. The geologist may read\nthe riddle of the rocks, the chemist and the physicist may reveal the mysterhes of the electron, the astronomer may part the curtain that conceals the\ninfinity of the universe, but until they give expression to their findings in\nlanguage they shut from the world the maximum benefits of their discoveries. The ability to translate thought into printed words and printed\nwords back into thought constitutes one of the outstanding superiorities of\nman over the other animals, and only those men who have this ability may\nhope to live on that plane of independence and self-satisfaction to which\ntheir capacities usually entitle them. Communication of ideas is necessary\nfor coöperation, and coöperation is the sine qua non of modern civilization.\nThe year 1919 is a very significant date in the history of education of\nAmericans. It marks the beginning of a very definite and widespread\nattempt on the part of this country to set its whole educational house in\norder. By that date the debris of the Great War had in a large measure\nbeen cleared away, and we were prepared to begin the task of remedying\nsome of the glaring defects which the national inventory required by that\nwar had revealed to us.\nThe educational tests of the men called to the colors in that war would\n\nindicate that instead of having approximately 5,000,000 illiterates, as\nshown by our most recent census, there are in all probability more than\n20,000,000 persons in this country over ten years of age who for all practical purposes are illiterate, that is, unable to read well enough to read a\nnewspaper and to write well enough to write a letter. These figures are\nso appalling in the light of the responsibilities which a republican form of\ngovernment places upon its citizens that there is small wonder at the\nrecognition of a new and vital problem in our national life, namely, the\neducation of the adult illiterate.\n\nTo be sure some of our States have for\n\nyears limited the right of suffrage to their literate citizens, but men participate in community life in many and perhaps more vital ways than by\nvoting. We may, therefore, expect to find clustering around this date the\npreparation and publication of a great many textbooks having for their aim\nthe elimination of adult illiteracy and the preparation for real American\ncitizenship.\n\nFor the purpose of dealing with the subject of \"Suitable Texts\" in these\nfields, we must recognize three distinct types of persons to be reached, each\nrequiring a different type of text, and a decidedly different method of presentation ; namely :\n\n"}
{"page": 358, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n333\n\n1. The adult literate, foregn born.\n2. The adult illiterate, foreign born.\n\n3. The adult illiterate, native born.\nThe term \"adult\" above used means any person over sixteen years of\n\nage, that is, beyond the age of compulsory school attendance.\nFor the classification of a given group for teaching purposes a more\nextended division must, of course, be recognized, as for instance, in the\nfirst two general classifications, those speaking no English and those speaking some English.\nIn the preparation or the selection of suitable texts four other considerations should be held in mind; namely, purpose, content, method, and motivation. These are closely linked together. Purpose, for instance, determines\ncontent, directs method and supplies motivation. Content furnishes motivation through method, etc.\nPurpose-What are some of the most important purposes which the\nauthor of such a text should have in mind ? The following are suggested:\n1. To teach to read and write :\n\na. To connect the name with the thing\nb. To connect action with its name\n\nc. To teach how to determine the name of the thing or action from\nthe letters or sounds which compose it.\nd. To teach the words showing relations\ne. To direct the learning of letter formation\n2. To develop skill in reading and writing.\n3. To develop right ideals, attitudes and habits in relation to self, family,\nfellow man, democratic institutions, industry, and leisure.\nContent-The content or subject matter of the text ( 1) must primarily\nbe worth while; (2) it must contribute to the realization of the purposes\nabove set forth; and (3) it should have an emotional as well as a utilitarian\n\nappeal, that is, it should contain elements of humor, appeals to personal\npride, love of country, and the like.\nIn dealing with this phase of the problem it must be constantly borne in\nmind that we are dealing with adults. The psychology is adult psychology\nand not child psychology. No grown-up individual will be overenthusiastic\nabout learning to read :\nIt is Mother Goose's cat.\n\nGood morning, Big Gander.\nCan Kitty see Me ?\nThe Goose said, \"No, I did not make the bread\"\n\nand the like.\n\nThe subject matter must be worth while from the adult\n\npoint of view. It must also meet a felt need on the part of the learner.\nThe test of the material from that standpoint is its application to the daily\nlife of the individual from the time he gets up in the morning until he goes\n\n"}
{"page": 359, "printed_page": null, "text": "334\n\nNATIONAL EDUCATION ASSOCIATION\n\nto bed at night. This is particularly the case when he comes in contact\nwith the world outside of the family. If he learns in the class to read\n\ntraffic signs, danger placards, advertisements, directions for his work in\nthe shop, how to mix fertilizers or sprays, how to cultivate crops, etc., he\ncan see at once that reading is not a matter for school children alone, but\nit has a definite value in the daily routine of the adult.\nIn the light of its purposes the subject matter must concern itself with\nthe individual, the support and education of his family; his social needs\n\nand obligations, his political duties, his obligations to the State in the way\nof obedience to its laws, and sharing in its expense; his work and the\nnecessity for it, and the like necessity for saving a portion of his earnings\nand the wise spending of the rest; the wise use of his leisure time through\nthe instrumentalities of music, art, nature, recreation, books, the theatre;\nand finally and above all, it must set forth in simple form his fundamental\nmoral and religious obligations. This subject matter should be so arranged\nas to present the fewest difficulties possible, beginning with those situations\nwhich present the greatest need, and gradually, very gradually, progressing\n\ntoward the more difficult ones. Most of our books proceed entirely too\nrapidly to this point and thus discourage the learner, if he has not a very\ngood teacher. The learner must look forward to the time in his work\nwhen he can read not only the sentences of each page, but the stories in\nthe later pages, stories full of dramatic interest, such as, for instance, the\nstory of how Hilda left her electric iron on the ironing table without disconnecting it, to answer the door bell, and how the wind blowing the door\nto locked her out with a fire and her baby within, etc.\nMethod-The adult, especially the illiterate adult, thrown suddenly\n\ninto a new language environment finds himself confronted with a very\ndifficult problem. The sign language may help him in satisfying his\ngreater needs. His ability to draw, if he has any, may be another means\n\nof expressing. his thought, but both of these are crude and unsatisfactory.\nThe best approach to a method of attack is a consciousness on the part\nof the author or the teacher of the type and magnitude of the difficulties to\nbe met. To that end I would suggest that each for himself should undertake the acquiring of a new language, particularly one in which the read-\n\ning order and the letter forms are different from the English, as Yiddish\nor Japanese. Not that he should use any foreign language whatever,\neither in the book or in the class room, except for literate foreigners, but\nthat both the author and the teacher may be properly sympathetic toward\nthe learner and thus emphasize that simplicity which is the first characteristic of good method. Practically all, if not all of the books on the market,\nat the present time are too difficult for the use of the illiterate beginner,\nwhether foreign or native born.\nAs in the selection of subject matter so in the presentation of the same\nthe psychology is that of the adult rather than that of the child. In the\n\n"}
{"page": 360, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n335\n\nadult there is a far richer apperceptive background than the child possesses .\nThere is a keener appreciation of the value of the knowledge and skill that\nis being sought; there is a greater reasoning power and a greater power\nof analysis to be reckoned with, but naturally a less retentive memory.\n\"Language is caught rather than taught.\" A recognition of this fact\nwill banish from the classroom the use of any language except English.\nThe adult is also more independent than the child. Good method emphasizes this. It must, therefore, make the learner self-helpful. The\nword, phrase, and sentence method violate this principle. The learner\nshould be taught the sounds of the letters of the word, and their names as\nwell, but a clear distinction must always be made between the names of\nthe letters and the sounds that they make. With this the good teacher will\nhave no difficulty even if the text neglects to point it out.\nJohn Amos Comenius in 1657 established a principle in language teaching in his Orbis Sensualium Pictus that holds good today, not only in that\nfield, but in every other where original concepts are to be taught. The\nobject and its name may be bound together by means of the picture. Texts\nfor illiterates should, therefore, be profusely illustrated, or, if lesson sheets\nare used, they should be supplemented by actual photographs of the things\nthat lend themselves to pictorial representation.\nNo teacher will undertake to teach without an abundance of illustrative\n\nmaterial, or fail to make use of every device for connecting the word with\nthe thought. The good book should help to this end.\nMotivation-1 once asked a group of second grade children why they\nwished to learn to read. These were some of the replies: \"To get promoted,\nto be able to read stories, to read the 'funnies'\" (in the Sunday newspapers ) .\nShould you ask a group of native-born illiterates why they wish to read,\nyou would probably get some such answers as these : \"To read the newspapers, to read the Bible, to read the farm journals, to read legal papers\nthat I have to sign, to protect myself from sharpers,\" etc. The foreigner\nwould probably add: \"To get my 'papers,' to learn about the country and\nthe laws, to be a good citizen, to learn to read books,\" etc. Ifthe book\ncontains subject-matter that makes possible the attainment of these ends,\nthe problem of motivating the work, that is, giving it the urge of meeting\na felt need, will guarantee attendance upon classes and interest while\nthere. It is the testimony of all teachers of classes for teaching adults to\nread and write English, that the application of the learners, growing out\nof their interest, makes it a much easier task than teaching children the\nsame thing.\n\n"}
{"page": 361, "printed_page": null, "text": "336\n\nNATIONAL EDUCATION ASSOCIATION\n\nCONTINUITY OF EDUCATION\nOUTLINE FOR OPEN FORUM, NATIONAL COUNCIL\nOF EDUCATION\nJ. M. GWINN, SUPERINTENDENT OF SCHOOLS, SAN FRANCISCO, CALIFORNIA\nCHAIRMAN\n\nIt is assumed that a better education would result were all the agencies\ncontributing to the education of the individual operating more connectedly\n\nwithin themselves and with the other agencies, and under a better common\nunderstanding and unity of purpose. It is assumed that great waste is\ndue to \"gaps\" and \"conflicts,\" and lack of correlation in the whole program\nof education.\n\nIs there need for a more comprehensive curriculum, a part of which\nwould be for the school, a part of which for the home, a part of which for\nthe church, a part of which for vocation, etc., etc. ?\nTo what extent is there need for greater continuity in education? How\nmay this greater continuity be secured ?\nThe following are suggestive of elements in education where greater\n\ncontinuity is needed :\nI. Between the nature of the child and education.\n\nII. Between learning and living.\nIII. Between society and education.\nIV. Between church and school.\nV. Between home and school .\nVI . Between vocation and school.\n\nVII . Between leisure and recreation and school, etc., etc.\n1. Between high school teaching and college teaching.\n2. Between college and professional schools .\n3. Between the junior and senior high schools.\n4. Between the kindergarten and first grade, etc., etc.\na. Between reading and arithmetic.\nb. Between physical education and health education.\nc. Among all so-called subjects in the primary grades .\nd. Between subject specialists and school principals, etc., etc.\n\nDiscussions of not over five minutes were invited on any of the above\nor on other related themes.\n\nDr. Gwinn opened the Forum by a discussion of the plan used in the\nSan Francisco schools to bring about continuity of education by having\nno separation between the kindergarten and primary schools and maintaining as little supervision as possible up to the third grade. The supervisors of special subjects, as music and drawing, have been made consulting specialists for these grades. Continuity of education, not only\nfrom grade to grade, but from subject to subject in the same grade, and\nfrom school to outside agencies was considered.\nGreat interest was manifested in the topics under consideration, and it\n\nwas generally agreed that the large problem involved in securing continuity\nof education now lies in the intermediate school.\n\n"}
{"page": 362, "printed_page": null, "text": "Department of Adult Education\nSECRETARY'S MINUTES\n\nIndianapolis Meeting\nOFFICERS\n\nPresident-CHARLES M. HERLIHY, State Supervisor of Adult Alien Education, State\nDepartment of Education..\nBoston, Massachusetts\nVice-President-FLORA D. SMITH, Director of Americanization .... ..Los Angeles, California\n\nSecretary-ROBERT C. DEMING, Director of Americanization, State Department of\nEducation\n\nTreasurer-ELLA THORNGATE, Supervisor of Americanization .........\n\nHartford, Connecticut\nOmaha, Nebraska\n\nHistorical note-The Department of Adult Education was established by vote\nof the Representative Assembly, July 8, 1921, as the Department of Immigrant\n\nEducation. The first meeting was held in 1922 in Boston. Proceedings of 1922,\npage 905.\n\nIn 1923 the Department was recognized by the National Education\n\nAssociation as a departmental organization, and in 1924 the name of the Department was changed to the Department of Adult Education. See Proceedings of\n1924, page 566. This Department meets once each year in June.\n\nThe Department of Adult Education convened at the Y. W. C. A. at Indianapolis\non Monday, June 29th, 1925, at 2 P.M. About 200 were present.\n\nPresident Herlihy opened the session by expressing thanks to the local committee\nfor their hospitality and coöperation and in a few preliminary remarks outlined the\nhistory of the Department and its growth.\n\nHe mentioned the fact that naturaliza-\n\ntion and immigration have been and are the peculiar functions of the United\nStates Government, but it has never defined any policy relating to assimilation.\nAlthough outstanding progress has been made by the schools, they cannot do it\nalone. Five minutes after leaving the classroom the pupils may see citizens violating the ideals taught. Our problem is great but our ideals are sound and the\nschools are able to shoulder the responsibility.\nAt the afternoon session on Monday, June 29th, President Herlihy appointed\n\nan Auditing Committee consisting of Alfred E. Rejall, Wil Lou Gray, and Clutie\nBloodworth ; and a Committee on Resolutions consisting of Agnes M. Bacon,\nVictoria Lyles, Marguerite H. Burnett, and Chester A. Graham.\nThe regular annual business session of the Department was held on Tuesday\n\nafternoon immediately following the close of the program. The report of the\ntreasurer, Miss Thorngate, was called for and given as follows :\nAmount in Treasury at beginning of year.......\n\n$134.29\n\nRECEIPTS\n\nAmount received for Membership dues ....\nAmount on hand ...\n\n213.11\n134.29\n\nTotal amount in the Treasury for the year 1924-1925 .\n\n$347.40\n\nDISBURSEMENTS\nPaid for Advertising Placards .\nOffice Expenses\n\n11.75\n\nPrinting Programs\n\n14.95\n\n10.00\n\nForeign Language Information Service.\n\n10.00\n\nMrs. H. C. Kiernan-Advertising .\n\n19.80\n\nEd P. Judd Printing Co...\nE. A. Tryon Co.\n-Rubber Stamps .....\nPostage Exchange-Secretary's Office .\n\n15.00\n\n2.50\n2.40\n\n"}
{"page": 363, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n338\n\nPrinting of \"Proceedings\" 1924\n\n60.50\n\nMembership Cards\nPrinting Programs\nExpense-Treasurer's Office\n\n33.50\n\n3-75\n\n8.25\n\nTotal Expense\n\n$192.40\n\nTotal Amount Received ...\n\n$347.40\n\nTotal Amount Expended .\n\n192.40\n\nAmount Remaining\n\n$155.00\n\nBalance now in the Treasury .\n\n$155.00\n\nThe report of the Auditing Committee was received.\n\nThe treasurer's report\n\nwas accepted.\n\nThe report of the secretary, Mr. Deming, was called for and given as follows :\nThe report of the secretary of the Department of Adult Education will be brief. Our\ntreasurer's report shows we are distinctly solvent and flourishing, our record of 240 members\nshows that we are expanding. This membership is not, however, satisfactory-we should have\nfive times as many . It is evident that results will not come from membership committees\nbut from the leadership of those in authority.\n\nFollowing the last Washington meeting a Journal of Proceedings was published and distributed to every member of the department, something that has proved a most valuable\nassistance.\n\nAccording to vote the interstate Bulletin has been published and circularized as a medium\nfor exchange of thought between all those engaged in this form of work, and in fact reaching some 6000 individuals interested in our problem. We have great hopes for its further\nsuccess .\n\nThis department is determined to be more in the public eye than ever, as in addition to our\nproblems of pedagogy we have involved in our problem the growing problems of illiteracy, immigration, radicalism, assimilation, and the greatest challenge to our philosophy of education\nand our ideals as a democracy. Let us build well.\n\nThe report of the Committee on Resolutions was called for.\n\nThe report follows :\n\nReport of Committee on Resolutions:\nThe undersigned Committee on Resolutions, appointed by the President of the Department\nofAdult Education of the National Education Association at the meeting of the Department\n\nin Hollenbeck Hall of the Indianapolis Y. W. C. A., Monday afternoon, June 29, 1925, begs\nto present, after due consideration, the following report :\nI. Be it Resolved, That this Department extend a unanimous vote of gratitude to the good\npeople of Indianapolis, to the local organizations interested in adult education, and particularly to the most efficient and fine-spirited local committee, who, by their hearty welcome,\nroyal entertainment, and thoughtful attention to the details involved in a meeting of this kind,\nhave made our first annual meeting such a worth while and delightful experience.\n\nII. Be it Resolved, That a unanimous vote of gratitude be extended to the Indianapolis\n\nY. W. C. A., and particularly to the educational secretary, Miss Taylor, for the use of their\nbuilding and the many courtesies shown us during this meeting; and that the secretary of\n\nthis Department transmit this resolution to the general secretary of the Indianapolis\nY. W. C. Α.\n\nWhereas, we have with so great a measure of progress and success come to the close of\nthe fourth year of the life of this Departmnt, and,\n\nWhereas, this progress and success has been due so largely to the keen, far-sighted, fine-\n\nspirited leadership of our retiring officers, and particularly that of our faithful and untiring\nPresident, Mr. Charles M. Herlihy,\nBe it Highly Resolved, That we extend a unanimous vote of sincere appreciation to our\nretiring officers, and particularly to Mr. Herlihy, for the most sane and inspiring beginning\nwhich has been made, and,\n\nThat we pledge ourselves to meet with similar faithfulness the challenge of adult education\nin the United States of America.\n\nIV. Whereas, the United States of America stands in the eyes of the civilized world as\ncommitted to a policy of universal education, and,\n\nWhereas, it has been repeatedly stated by competent persons in this Department that the\nimportance of elementary education does not vary with age of the student, that the opportunity for education is the right of each and every person, regardless of age, creed, race\nor place of birth, that the opportunity for education should not be limited to any special\ntime of the day or year, and that the offering of the opportunity for adult elementary education is the responsibility of the public schools of this Nation;\n\nBe it Therefore Resolved, That this Department commits itself to the proposition, that education for adults who voluntarily seek it should be an organic part of free universal public\neducation, that the opportunity for such education should be offered by the public schools,\nat such times and in such places as meet the needs and convenience of the students. That\nelementary education for children and elementary education for adults are not two separate\nindependent units, but are only two phases of the same unit, that the major objectives in\neducation do not vary between the education of children and the education of adults. That\nin a local school system the teachers of children and the teachers of adults should have a\ndefinite understanding of their common major objectives in education, and, That all administrative officers, supervisors, and teachers in elementary education for adults must maintain the\n\nhigh professional standard and the scientific methods of research which have been established\nby the teaching profession of the Nation.\n\n"}
{"page": 364, "printed_page": null, "text": "339\n\nDEPARTMENT OF ADULT EDUCATION\n\nV. Whereas, Mr. Daniel J. Tobin, of the American Federation of Labor, and Mr. Garland\nPowell, of the American Legion, have asserted the desires of those organizations to assist\n\nin the development of an adequate program of adult education to meet the needs of all the\npeople in all parts of the Nation, and have invited us to call upon their local organizations\nfor active assistance:\n\nBe it Resolved, That this Department accept the invitation of the American Federation of\nLabor to call upon its National, State, and local organizations for active cooperation in the\ndevelopment of adequate programs of adult education for all adults, regardless of race, color,\ncreed, age or place of birth, and,\nBe it Resolved, That this Department and the individual members thereof accept the in-\n\nvitation of the American Legion to call upon its National, State, and local organizations for\nactive cooperation in the establishment of adequate programs of adult education for all adults\nregardless of race, color, creed, age or place of birth.\nVI. Whereas, a recent Nation-wide study regarding the educational qualifications for\nnaturalization by Miss Marguerite H. Burnett, of Delaware, has indicated an almost universal\ndesire on the part of persons engaged in the preparation of petitioners for naturalization for\na more universal standard of educational requirements , and\n\nWhereas, a wide variation in such requirements seems to exist at the present time, and\nWhereas, very satisfactory results have been attained in places where there has been an\ninsistence upon high educational requirements and a close coordination between the Federal\n\nexaminer and the local educational authorities upheld by the judges presiding in Naturalization Courts,\n\nBe it Therefore Resolved, That the President of this Department appoint a committee of\nfive members of this Department, which shall make a final report at the next annual meeting\nof this Department and which shall have full power to act in the proposal of, and if possible\nthe establishment of a uniform standardized educational requirement for admission of aliens\nto citizenship.\n\nAmendment: to Section VI-Resolved, That the resolution authorize this committee to con\nVII. Be it Resolved, That the Department of Adult Education of the National Education\n\nsult the governmental authorities as to their views of requirements for citizenship.\n\nAssociation go on record as highly commending the twenty-one States of the Union who have\nso recognized the importance of adult education that they have provided State leadership in\nthe development of this work.\nVIII. Be it Resolved, That the Department of Adult Education of the National Education\nAssociation go on record as highly commending the State legislatures which have provided\nfinancial backing and assistance for State-wide and local development of adult elementary\neducation.\n\nIX . Be it Resolved, That the Department of Adult Education of the National Education\nAssociation renew its commitment to the eventual establishment of a literacy test for voters\nin this Republic.\nX. Be it Resolved, That Mr. H. J. Langoe, of Portland, Oregon, Editor of the United\n\nAmerican, be most highly commended for his unselfish, capable service to adult education\nthrough the medium, The United American, with special reference to the June, 1925, issue.\nThat this Department, through its Treasurer, pay to the said Mr. H. J. Langoe the sum of\nFifty Dollars ($50.00) to partially reimburse him for the expense of providing one thousand\ncopies of the said June, 1925, issue for this convention and, that all members of this Department, particularly the State directors, shall do all in their power to provide financial reimbursement to the editor through the distribution of this magazine to teachers and other\ninterested persons.\n\nFor the Committee: Agnes M. Bacon, Rhode Island, Chairman; Marguerite H. Burnett,\nDelaware; Chester A. Graham, Akron, Ohio; Victoria Lyles, Oklahoma.\n\nThe report of the Committee on Resolutions was accepted and the resolutions\nadopted. It was voted to transmit Resolutions IV and IX to the Committee on\nResolutions of the National Education Association. ( These resolutions were later\nendorsed by the National Education Association. )\nThe report of the Nominating Committee, previously appointed by the President,\n\nwas called for. Mr. Graham, of Akron, Ohio, reported:\nPresident- Robert C. Deming ; Vice-President-Wil Lou Gray ; SecretaryWillie Lawson; Treasurer-Ethel Richardson.\nThe report of the Nominating Committee was accepted and the secretary was\ninstructed to cast one ballot for the election of the above officers .\n\nIt was so voted\n\nand the officers declared elected.\n\nPresident Herlihy resigned the chair and the new president called for any\nfurther business .\n\nMr. Langoe expressed his appreciation of the aid and support given him by\nthe Department.\n\nUpon motion the meeting adjourned.\n\n"}
{"page": 365, "printed_page": null, "text": "340\n\nNATIONAL EDUCATION ASSOCIATION\n\nOUTSTANDING ACCOMPLISHMENTS IN THE FIELD OF\nADULT EDUCATION SINCE THE WAR\nCHARLES M. HERLIHY, MASSACHUSETTS STATE SUPERVISOR OF ALIEN\n\nEDUCATION, BOSTON, MASSACHUSETTS\n\nEducational programs of citizenship training for adult men and women\nconstitute the most recent development of the public schools in the United\nStates. The impetus for this work was furnished by the war-time disclosures of the tremendous number of native illiterate and non-English\nspeaking immigrants in the military and naval forces of our country.\nIlliteracy and Americanization campaigns were vigorously prosecuted\nin all sections of the country during the period from 1917-1920. Public\ninterest was aroused and many types of Americanization programs were\nproposed to remedy these important ills in our body politic.\nThe assimilation of the foreign born was a new call for service and this\nappeal met a most enthusiastic response in every civic, fraternal and\npatriotic organization. Following the propaganda of the war period this\nwork was given the careful consideration which it deserved. From 1918\nto 1920 school programs of Americanization were well established in\nseveral States, notably, New York, Connecticut, Rhode Island, Massachusetts, Delaware, Ohio, South Dakota, and California.\nThe Illiteracy Commission of the National Education Association, under\nthe able leadership of Mrs. Cora W. Stewart, conducted live campaigns to\narouse public interest in the size of the illiterate problem in the Southern\nStates. Demonstration schools for adult illiterates were conducted by\ninterested volunteers in a number of counties and the work was officially\nrecognized by the State departments of education in North Carolina, South\nCarolina, Alabama, and Arkansas.\nA National survey of the State programs of adult education in elementary subjects conducted by the author in the spring of 1925 showed the\nfollowing interesting facts about the present status of this work:\n1. Number of States that have enacted legislation favoring the establishment of\nadult schools-31 .\nMinnesota\nIowa\nMissouri\n\nOhio\n\nMichigan\nWisconsin\nTennessee\n\nNorth Dakota\nSouth Dakota\nNebraska\n\nSouth Carolina\nAlabama\n\nDelaware\n\nMississippi\n\nDistrict of Columbia\nNew York\n\nArkansas\n\nPennsylvania\n\nNew Hampshire\n\nMaine\n\nCalifornia\nMassachusetts\nRhode Island\nConnecticut\nMontana\nIdaho\nArizona\nUtah\nNevada\n\nWashington\n\nOregon\n\n2. Number of States that furnish educational leadership for adult education in\nthe State Department of Education-21 .\nMinnesota\nSouth Dakota\nPennsylvania\nNorth Dakota\n\nNew York\n\nOhio\n\n"}
{"page": 366, "printed_page": null, "text": "341\n\nDEPARTMENT OF ADULT EDUCATION\n\nWisconsin\n\nRhode Island\nConnecticut\n\nDelaware\n\nMississippi\n\nNevada\n\nDistrict of Columbia\nSouth Carolina\n\nArkansas\n\nOregon\n\nMaine\n\nMassachusetts\n\nCalifornia\n\nOklahoma\n\nAlabama\n\n3. Number of States that provide financial aid to local districts conducting adult\nclasses-21 .\nMinnesota\n\nAlabama\n\nNorth Dakota\nSouth Dakota\n\nMaine\n\nCalifornia\n\nNew Hampshire\n\nDelaware\n\nNew York\n\nDistrict of Columbia\n\nWisconsin\n\nMassachusetts\nRhode Island\nConnecticut\n\nTennessee\n\nNevada\n\nPennsylvania\n\nWashington\n\nVirginia\nSouth Carolina\nArizona\n\n4. Number of local communities in the United States reported from 21 States\nin which adult classes are conducted-670.\n\n5. Approximate number of students enrolled in classes for adult illiterates and\nadult foreign born in United States-282,000. ( 21 States )\n6. Number States conducting special teacher training courses\n\nfor\n\nadult\n\nschools- 11.\nCalifornia\n\nPennsylvania\n\nConnecticut\n\nDelaware\n\nWisconsin\n\nArkansas\n\nSouth Carolina\nNew York\n\nMassachusetts\n\nOklahoma\n\nRhode Island\n\nThe 1920 Federal census shows that every State in the Union has more\nthan 5000 foreign born adults and native illiterates. Thirty-one States\nto date have recognized the importance and the needs of public school\nprograms for adults needing elementary civic instruction and have enacted\nlegislation favoring this work. It is significant to note, however, that\nthere are only 21 States in this group in which the work has been recognized by the State department of education as deserving of the services\nof a director and supervisors.\nIn addition to the 282,000 students recorded officially from the 21\n\nStates in the above survey there are undoubtedly 50,000 adults enrolled\nin classes in the larger cities of those States which have not provided State\nleadership for this work, e. g. Chicago, Detroit, St. Louis, Baltimore,\nTrenton, New Orleans, and Milwaukee.\nThis grand total of more than 325,000 adult students is the most significant proof of the strength of the adult education movement in the United\n\nStates at the present time. Despite the waning of the public interest in\nthe Americanization program and the serious retrenchment policy in public\nexpenditures the school programs for native illiterates and adult foreign\nborn have steadily improved during the past five years and the outlook from\na National standpoint is most promising.\nThe immediate practical aims of Americanization work have to do with\nthe teaching of English and the preparation for citizenship. The direct\nresults of this work have shown that the adults who attend such classes\n\nare helped not only in learning to talk, read and write English, but also\nin understanding their duties and privileges as American citizens.\n\n"}
{"page": 367, "printed_page": null, "text": "342\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe bad social effects of illiteracy and the unfortunate misunderstand-\n\ning of the public in regard to the disposition and contribution of the foreign\nborn to our American life can be corrected only by the right type of edu-\n\ncational program. The antidote for intolerance is right information, and\nthe school programs for Americanization in the several States where this\nwork has been conducted during the past decade have been responsible in no\n\nsmall measure for the friendly spirit of coöperation and understanding\nfound there at the present time.\n\nPUBLIC SUPPORT FOR ADULT EDUCATION FROM THE\nSTANDPOINT OF THE EMPLOYER\nLOUIS A. BOWMAN, CHAIRMAN , NATURALIZATION COMMITTEE, CHICAGO\nASSOCIATION OF COMMERCE, CHICAGO, ILLINOIS\n\nIt is my privilege to bring you a brief message regarding the interest of\nemployers in adult education, as manifested by a piece of constructive educational and patriotic service rendered by an organization of business men\nwho represent in spirit and purpose the new commercial and industrial era,\nin the early dawn of which we are now living. This group is the Americanization Committee of the Chicago Association of Commerce, working\nthrough its subcommittees on educational classes and on Naturalization.\nThe theme might be termed \"An Adventure In Americanization\" looking out upon and venturing in to two but slightly explored regions; first,\nthat of adult preparation for citizenship, and, second, that of appropriate\nand impressive induction into citizenship.\n\nI. Preparation for Citizenship-It is a fundamental economic necessity\nto prosperity that there be \"a good job for every man,\" but equally necessary is it that there be \"a good man for every job.\" It was with something of a realization of these that this Committee started its work in 1918,\nand immediately found that there were 300,000 non-English speaking\nadults in the industries of Chicago operated by members of the Association. This appealed to them as the greatest possible field for Americanization work, a field which our great educational system was not reaching,\nand which by many may have been thought to be entirely out of its\nprovince, Çoöperation between these two great forces, industry and education, was early judged to be imperative, if the field was to be entered\nand cultivated. Leaders in both fields were consulted and a coöperative\narrangement early consummated.\nIt was clearly apparent that the close interdependent relationship of em-\n\nployer and employee afforded a contact and an opportunity for educational\nand patriotic service and for mutual benefit, which the schools could not\ncreate or maintain in large degree through dealing directly with the employee alone, as an independent individual unit. The employers could\ncreate an interest in qualifying for American citizenship, and in self-improvement and acquiring knowledge necessary to efficiency and happiness\n\n"}
{"page": 368, "printed_page": null, "text": "DEPARTMENT OF ADULT EDUCATION\n\nand good citizenship, which the forces of education could not.\n\n343\n\nSo the\n\ncoöperative effort between the employers and the educators and in behalf\nof the employees and the Nation was begun and the story can perhaps be\n\nsummarized in six concise paragraphs, as follows :\nFirst. The Employers' Response-As in all new efforts there were at\nfirst those among the employers who said it could not be done, that it was\n\nno use; but, also, there were, as is always the case, those who believed it\ncould be done, and went to work to get it done. It's a good thing some\ntimes not to know enough to know that something good and desirable can-\n\nnot be done, but to just to go ahead and get it done. So, while some employers hesitated and held back, adverse and fearful of introducing class\nwork into shop and factory, others responded to the need and the opportunity, to the result that 400 different classes have been organized and maintained, not in schoolrooms but in industrial plants, a few being in depart-\n\nment stores, office buildings and a considerable number among hotel employees.\n\nSecond. Employees' Response-More than 10,000 different men and\nwomen have attended these classes, some entirely on employers' time, and\nsome upon half employers' and half individual time, and some entirely upon\ntheir own time.\n\nThird. Educations' Response-Our board of education responded\npromptly and generously to the need created by this adventure into a territory heretofore untouched by any agency and especially trained teachers\nhave been supplied for all classes, the courses being four, beginners, intermediate and advanced English, and in citizenship. The very flower of\nthe men and women of our teaching force were assigned to this service, and\nin a truly patriotic and altruistic spirit they took it up, not for the pitifully\ninadequate remuneration, but primarily for the good they could do. A\ngreat need was met for the work in Chicago and throughout the Nation\nwhen Miss Frances K. Wetmore, capable, versatile, devoted, patriotic\nsoul that she is, prepared, and the Association of Commerce published, the\nFirst Book in English for Non- English Speaking Adults.\nFourth. The Employers' Benefits-They are many, and taking exclusively their own statements, we find as follows : fewer accidents, one\ngreat manufacturing corporation attributes the reduction of from 22 accidents per month to four per month, to the training received in these classes ;\nbetter morale, their men more loyal, more efficient, more contented; better\nquality and larger quantity of work done; possessed of a different spirit\nin their work.\n\nFifth. Employees' Benefits-Many they are; he has become worth\n\nmore to his employer, to his family and to himself, he has been taught to\nthink which is greater than the things he has learned, for I have never\nforgotten this deeply significant sentence, coming to me in my sixth grade\n\nreader, \" The great use of a school education is not so much to teach you\nthings as to teach you to think\" ; he has become a more intelligent employee and a more patriotic and loyal member of the body politic. After\n\n"}
{"page": 369, "printed_page": null, "text": "344\n\nNATIONAL EDUCATION ASSOCIATION\n\none year's work, an official of one of our great transcontinental railroad\nsystems says, \"Of immeasurable value both to employees and railroads,\"\nwhile a high official of another great railroad system, the two reaching\nfrom the Atlantic to the Pacific, says :\n\"This work is having a very wholesome effect on the forces referred to, it is\nmaking the employees more valuable to us and to themselves. They are becoming\nmore proficient and more interested in the detail of their work.\"\n\nI have heard that \"interest\" is the greatest word in pedagogy, and often\nwonder if it is not the greatest word in industry, in commerce, in civics\nand in religion.\nSixth. Education's Benefits-Many, too, are found here. To have\nbrought this large volume of better service to industry and commerce is\nin itself a wonderful achievement, to have brought so much of cheer, ambi-\n\ntion, hope, inspiration, and practical training, to have so transformed the\nattitude of mind, to have so broadened the outlook upon life, to have so\nenhanced the usefulness to themselves, families, employers, and country of\nthese thousands of heretofore non-English speaking adults, wholly unreached by educational forces, is an outstanding accomplishment of organized education worthy of the enthusiastic gratitude of every loyal American, and ample reward for all the time, money, mentality, and energy expended. And many of these new recruits from industry, brought under\nthe benign influence of our educational system, have continued their studies\nafter acquiring citizenship, in the regularly organized evening classes, in\nthe school buildings, going forward to greater accomplishment, greater use-\n\nfulness, greater happiness. However, let the proper educational official\nspeak for himself as to the benefit to education, for in the last annual report\nof the Superintendent of Schools of Chicago I read, as follows :\n\"The most noteworthy improvement in the evening schools during the year was\nthe large increase in the number of foreign born, studying the English language,\nhistory, and civics in preparation for naturalization, the increase being from 11,791\nto 17,112. This increase was largely due to the active coöperation of the Chicago\nAssociation of Commerce Americanization Committee which made an unusually\nintensive campaign among employers in September.\"\n\nII. Induction Into Citizenship-But an important step remains yet to\nbe taken when the adult foreigner is fully prepared to transfer his allegiance\nto his adopted country, and here again one committee, one year ago, thought\nit saw a further opportunity for patriotic service which would help in correctly interpreting the American spirit to those receiving the honor of\nAmerican citizenship. This step is a judicial proceeding. So we first\nset about to acquire the good will and active coöperation of the judges in\nour courts who preside over naturalization proceedings, and one by one\nthey consented to conducting, at the close of the naturalization days, a brief\ninspirational patriotic program, lasting never over thirty minutes, consisting of a salute and pledge to the flag, always conspicuously present in the\ncourt rooms, a patriotic song as a solo, an address of welcome to new citi-\n\nzens by a leader in public life, lawyers, judges, merchants, clergymen, bank\n\n"}
{"page": 370, "printed_page": null, "text": "DEPARTMENT OF ADULT EDUCATION\n\n345\n\ners, have all served; words of counsel from the presiding judge, the singing\nof America by the entire company, presentation of naturalization certificates, each new citizen receiving a small American flag, and where possible\na hearty handshake and word of congratulation. During the last year we\nhave held 40 such programs, welcoming 6000 new citizens, with a con-\n\nsiderable majority of whom I have personally shaken hands and spoken a\ncordial word of welcome, and I have seen reflected in their faces a spirit\nof gratitude, of satisfaction, of loyalty, which means much for the future\nwelfare of our country. The whole spirit and demeanor of court clerks\nand attaches has been changed, the judges themselves have felt an intensified\ninterest in the men admitted and have prepared and delivered most valuable\nand inspiring addresses and the new citizens have gained a higher and\nnobler conception of the dignity, the significance and the responsibility of\nAmerican citizenship.\nAnd so the adventure into \"preparation for and induction into American citizenship,\" commerce and industry working unitedly with the forces\nof organized education and the judiciary coöperating so heartily, has proven\nitself to be a worth while contribution to the cause of education and good\nAmerican citizenship among those who, not inheriting it, choose to acquire it.\n\nOUTSTANDING NEEDS IN THE DEVELOPMENT OF\nPROGRAMS OF ADULT EDUCATION FOR\nNATIVE ILLITERATES\nCLUTIE BLOODWORTH, DIRECTOR, DIVISION OF EXCEPTIONAL EDUCATION\nALABAMA DEPARTMENT OF EDUCATION , MONTGOMERY, ALABAMA\n\nThe first need in the development of any program is an organizing force.\nSome group of people must feel the need of getting certain specific things\n\ndone. If the group know what they want and want to the point of determination to get what they want, they can usually locate the hummocks\nby which to cross the swamp. If the message they send out as they travel\nhas the right quality, if it has the intrinsic, human appeal of the yodel of\nthe mountaineer the group will gather numbers that will act with the same\nunity that prompted the followers of the Pied Piper. The setting up of\ndefinite goals to be reached by the education of native illiterates and the\ninterpretation of these goals to the general public is the first need. The\npromoters of a program of education have not found the right key in which\nto pitch their piping. The air is necessarily plaintive, but it should not be\nvague and sentimental. It must be irresistible with that quality of beauty\nwhich is inherent in the struggle toward a saner group living. In the\nthirteen years of experimenting in eradicating illiteracy it should be discovered whether or not the teaching of illiterate adults is as unavoidable\nas preparing the soil for a new crop. If the teaching of adults has indisputable reasons for its promotion, then present those reasons to the pub\n\n"}
{"page": 371, "printed_page": null, "text": "346\n\nNATIONAL EDUCATION ASSOCIATION\n\nlic until the public is convinced a program of adult education is a necessary\ndevelopment of National stability.\nIn developing any kind of educational program the directing force should\nbe located in the State department of education because the department\nviews the field from a vantage point, has already surveyed it and is already\nin possession of the facts fundamental to the making of an educational program. The second need of the development of the program is the incorporation of the program of adult education as a part of the official general\nprogram .\n\nThird, the native illiterates must become acquainted with the entire\n\ngroup of people making them the beneficiaries of a program. Webster says\nacquainted, in the sense I am using it, is obsolete, but in the daily speech\nof our isolated people the meaning is still alive. The manner of approach\nwill make the native better acquainted with the stranger than the stranger\n\nis with himself perhaps, for the native retains the on-guard attitude developed by generations of hazardous living. He sees the friendly hand\noutstretched in friendly fashion, but he looks beyond the hand to make sure\nof the friendly spirit that controls the hand. These are the people who\nstill believe \"A man's home is his castle.\" A few years ago a young\nwoman, a new and a first home demonstration agent in a certain southern\n\ncounty, found herself late in the afternoon in a remote and unfamiliar part\nof the county. Stopping at the first house she reached, she asked the\nwoman who came to the door, \"May I spend the night here?\" She explained her dilemma. The woman listened patiently to the end and then\nsaid, \" I dunno. You'll hav ter wait and see what he says er about hit.\"\nWhen he arrived, again the story was repeated and the two listeners heard\nthe girl through without comment. Then the woman spoke as if she had\nbeen pondering the matter some time. \"Ain't cher got no folks?\" she\nasked. Then the girl's family was enumerated. When at last the reasons\n\nfor a girl's wandering about the country alone were explained and adjudged\nreal though strange the man turned and said, \"Ma, I don't know but you\nmight as well let her stay. You kin put her in the orgin room.\" The\n\"orgin room\" is the best the house affords, the room where the organ is\nkept.\n\nWhen the native white illiterate concludes the knocker-at-his-door\n\nis worthy, the hospitality offered his guest is unreserved.\nBurns has said :\nTo see oursel's as others see us !\nIt wad frae monie a blunder free us\nAnd foolish notion.\n\nThe promoters of the program may suffer some embarrassment in the\nattempt to make themselves known to the shrewd, independent, sensitive\nthough illiterate pioneers. The promoters may have \"the giftie gie\" then\nto see themselves possessed of several \"foolish notions\" that have caused\nthem to blunder. If their hands are offered condescendingly, those Americans will know it. If the hands are extended to \"slip\" those Americans a\n\n"}
{"page": 372, "printed_page": null, "text": "DEPARTMENT OF ADULT EDUCATION\n\n347\n\ncharity offering the blunder will ruin the program. When these people,\nhandicapped by remote living, have met and understood their new neighbors\nand have learned of the hospitality which their neighbors offer because they\nin return expect to be benefited by the association, then and then only will\nthe projected program be accepted with enthusiasm.\nCourses of study prove the fourth of the outstanding needs. In the\nprocess of making themselves and their proposed social service known to the\nbeneficiaries of their plans and in the closer sympathy and understanding\nthereby resulting, the promoters of a program will see goals begin to glow\nlike wayside lights through the dusk leading to a marked place for arrival .\nTeaching people to read and to write should be incidental to reading for\nprofit and writing for the transaction of daily living. Farming, gardening, home-making, health teaching would have large place in the course\nof study, but humor, poetry, adventure and all that constitutes literature\n\nmust be included. In one school, in a very backward district, the daily\nreading of bits from Uncle Remus kept the school chuckling the long day\nthrough. Every pupil in school was given a name from Uncle Remus . A\nsimple poem about a tree :\nUpon whose bosom snow has lain;\nWho intimately lives with rain.\n\nadds new interest to the familiar surroundings too often undervalued.\nThe fifth need is books.\n\nMore textbooks for slow readers would make\n\nit possible for independence in reading to be attained more rapidly. Government bulletins are not usable by farmers and farm women because the\nprint and the language make them hard except for skilled readers. Libraries containing books attractive to adults who are slow readers would\nhasten adult education at a rate impossible to estimate. As soon as some\nskill in reading has been acquired, the pupil in the adult schools begin the\nsearch for books that are easy to read but have the contents sought by\nmature readers.\n\nTo teach illiterate adults requires qualifications of a high order. Patience,\nsympathy, understanding, professional training that gives the technique\nof teaching required for the particular task, and a breadth of education that\nwill make the school session an experience of fine living all these are the\nrequirements without which the work may go toward, but will never arrive\nat, even a low goal.\n\nIf teachers of the type described are kept in the field, they must be paid\nand the salaries must be such that teachers can afford to continue in this\n\nline of work. Whether the training be given at normal schools as a part\nof the usual training, or after normal school graduation at institutes held\nfor the purpose, I am not prepared to decide. But the teacher should be\nenabled to enter training for adult teaching knowing that she would find\nspecializing for it as advisable as specializing in some other type of teaching .\n\n"}
{"page": 373, "printed_page": null, "text": "348\n\nNATIONAL EDUCATION ASSOCIATION\n\nSTATE AND LOCAL SUPPORT AND LEADERSHIP FOR\nADULT EDUCATION\nWILLIE LAWSON, ASSISTANT STATE SUPERINTENDENT OF PUBLIC\n\nINSTRUCTION , LITTLE ROCK, ARKANSAS\n\nAny discussion of plans and specifications for an adult education program\nnaturally falls into two divisions-what should be and what is. As a\nrule \"things as they should be\" is the easiest subject in the world to speak\non-visions, dreams, hopes-indefinite and vague, which may or may not\never be attained. On this subject \"Local Support and Leadership\"however, it is different, for I am basing my remarks on the program as outlined by the different States which have undertaken the job of standardizing and stabilizing adult education within their own boundaries.\nThe success of adult education in America does not depend upon legislation but upon leadership and support. Leadership rather than support is\nthe keynote, for enormous programs have collapsed and well supported\norganizations have lost power and faded away into nothingness all because\nof inefficient leadership.\n\nBecause we have in our hearts a very strong sympathy for the \"man who\nain't had no chance,\" illiteracy and adult education work has a very strong\nemotional appeal. For this reason a very guarded and sane publicity program is necessary. If too much emphasis is placed on the sob section of\nthe situation the emotional, demonstrative \"howling reformers\" want to\ntake the job away from us. Theirs is no standardized plan but a missionary \"labor of love\" with a huge enthusiasm to begin the work but no contract signed to complete it. We couldn't do without them, don't misunderstand me, for a maximum part of our State and local support is the\nright attitude of the public toward adult education. If the enthusiasts will\nstand by and tell the story, while trained people do the work, they will have\ndone their duty well. Getting the coöperative, sympathetic, \"I'm for\nyou\" attitude of the so-called educated people is one of the hardest jobs of\nall. So long as there are people in the world who insist that every man\nhas an equal chance from birth, regardless of blood or environments or foods\nor training or even sometimes the water he drinks and the air he breathes,\nso long as there are those who insist that our educational system attempts\nto make ditch diggers into preachers and garbage men into lawyers instead\n\nofseeing that true education does not necessarily change the occupation, but\nraises the standard and makes easy the difficult places in whatever profession or job the individual is interested-so long as those things are true,\njust so long will we have to spend a certain part of our time-not too\nmuch-educating the educated.\nToo, there are occasionally educators-State superintendents, for instance-who have not seen the value of adult education to community\nbuilding as well as to the public school system itselt. Allow me to quote\nfrom a letter which came to my desk recently from a State superintendent\nof education : \"We devote all of our time and money to the education of\n\n"}
{"page": 374, "printed_page": null, "text": "DEPARTMENT OF ADULT EDUCATION\n\n349\n\nchildren to the exclusion of adults.\" His attitude reminds me very much\nof Dr. Claxton's interpretation of the prophet story-\"A prophet spent\nthe night with a widow who had left only one day's rations. She generously\nshared it with him and, to her amazement, the next day the larder was\nreplenished. So long as the prophet stayed there was plenty of food.\nWould a wise woman have asked him to leave ?\"\n\nWhere we have adult\n\neducation our children are better cared for with ( 1) better schools, (2)\nbetter teachers, (3) increased daily attendance. Would a wise educator\nthen refuse to adopt adult education?\n\"The dear people,\" as our legislators so lovingly call the voters, will not\nsupport what they do not understand, and to understand they must see the\nwork done in their own localities and hear of it being done in others. We\n\nnot only admit the value, but we urge the use, of a safe and sane publicity\nprogram through the coöperation of editors (State and local), of club\nwomen and their news sheets, of Lions, Rotarians, etc., of the American\nLegion and its auxiliaries, of banks through the columns of their bulletins\nand of the colleges and universities through their monthly newspapers.\nReal news, I am told, is telling something before it happens. No populace,\nhowever, will feed for any length of time on \"we are planning to put on a\ncampaign\" unless the announcement is backed up by a story of the success\nof the movement. Tell what you are going to do, tell it as you do it, and\ntell that you have done it.\nFirst of all, adult education is here to stay. Dr. Graves, commissioner\nof education in New York, says : \"We have determined to give to each\nand every one all the training of whatever kind he can possibly utilize.\"\nUnder the Smith-Hughes Act, Federal government and State governments\nin many States are caring for those adults who wish to take special training,\nthrough evening classes, in agriculture, home economics, and various trades\nand industries.\n\nBut even this reaches comparatively few.\n\nOut of a\n\nmillion adults in Arkansas last year only about 1000 were able to take\nadvantage of this night school training. Too, there are schools for adults\nin various cities over the country built up by far-sighted individuals-Miss\nGriffith's Opportunity School of Denver for instance. There are many\nclasses in special work being supported by churches, men's civic clubs, and\nwomen's organizations. This is true in our State, and I'm sure that it is\nin others. But what we are including in this program is the promoting of\nsuch a system of schools for adults as we have for boys and girls under\nfifteen.\n\nThe ultimate aim of an adult education movement, so far as I can de-\n\ntermine from reports which I have studied from eleven States, is that it\nshall be a part of the public school system both as to leadership and support.\nThe State work should be in charge of a director who is a member of the\nState department of education. There should be an appropriation included\nin the budget of the State Department which will take care of director,\nprinting of texts where necessary, publicity, and at least a part of teachers'\n\nsalaries. Local work should follow the same plan. In a county the\n\n"}
{"page": 375, "printed_page": null, "text": "350\n\nNATIONAL EDUCATION ASSOCIATION\n\ncounty board of education should make an appropriation which will care\nfor a county director, publicity, and also match State funds for teachers'\nsalaries. A city system may adopt the same method. This is not a dream,\n\nbut a practical aim. In some places it has been reached, though not perfected. The Connecticut commissioner of education says, \"This needthat of teaching foreigners was at first met by voluntary teachers and by\nprivate funds, but it has now come to be recognized as an integral part of\nour expanded local and State systems of schools and is supported from the\npublic treasury.\"\n\nFor the first time in Arkansas a city board of education has elected for\nnext year as one of its regular faculty a full-time, trained teacher who will\norganize Opportunity Schools in the city and supervise the work done\nthere by teachers paid (also for the first time) by the city affiliated ParentTeachers Association. These schools will be open from September fifteenth\nto June first-the same term as the regular day schools. This is the result\nof work in that county last year carried on successfully by a State worker.\nAdult education a permanent part of the public school system both as\nto support and leadership is the solution of the problem. Browning says :\n\"Man's reach must exceed his grasp or what's a heaven for?\" We might\nleave the problem just here, since the solution has been given, but for the\nfact that I remember my feeling at the first illiterate conference I attended\nwhen I was only three months old, professionally speaking, and all of the\nother delegates were anywhere from two to ten years old. They talked\nstandards, permanent organization, State appropriation with a freeness and\nabandon which I dared not adopt. I went home absolutely overwhelmed\nwith the enormity of the undertaking. They had money, power, support,\nleadership, so, of course, they could succeed. We had none of those, so we\nhad better withdraw.\n\nNot a soul at that conference took the time to tell\n\nme that they had gone through the same period of development which we\nwere enduring in Arkansas and I thought that they began where they were\nat that time. Had it not been for Mrs. Stewart's inspiration, we might\nnever have weathered the storm. Like many difficult and disagreeable\nexperiences, it was good for us. We began to secure reports and records\nfrom other States and so to see how they reached this height (it seemed\nalmost perfection to us as beginners) . To you who are more advanced\nthan we, I can only say our aim is the same as yours-\"adult education as\na part of the public school system,\" and the quickest way to attain this is\nto create public sentiment for the proper legislation to make this possible.\nThe surest way to secure coöperative sentiment for this work is to place\na trained worker in the field (by private subscription, if necessary) who\nwill make a success of enrolling and teaching adults in an evening school.\n'Tis old but true that \"nothing succeeds like success.\"\nTo you who are pioneering adult education work I would like to give a\nresumé of the status of State and local support and leadership at the present\ntime in some States .\n\nSouth Carolina has the most comprehensive and far-reaching State pro\n\n"}
{"page": 376, "printed_page": null, "text": "DEPARTMENT OF ADULT EDUCATION\n\n351\n\ngram among the Southern States at the present time, and this proves my\nstatement that competent leadership is the key to success, for when Miss\nGray took charge of this work in 1919 they had been receiving financial\nsupport from the Legislature for three years and the funds had not been\ntouched-not even been wasted in effort, much less utilized to advantageall for the want of a leader.\n\nTheir State financial support has increased from $5000 to $45,000 in\nnine years and local support has grown from indifference to the employing\nof special teachers for work in mill towns partly supported by mill exeсиtives. Active coöperative support is gotten from every available source-\n\nbankers-savings accounts for adult pupils; American Legions-scholarships to summer opportunity schools ; State University-publicity through\nUniversity of South Carolina News ; Federated Clubs-assistance in publishing Bible story readers; individuals-prizes, use of cars, etc.\nA leader is a person who knows how to use to advantage, so as to get\nresults, every offer for coöperation. In South Carolina when the bankers\nsay: \"We endorse the work of the Illiteracy Commission and pledge ourselves to support this program,\" Miss Gray says, \"Thank you. We would\nlike to have the banks start savings accounts for all adults who learn to\nread and write.\" The State Federation of Women's Clubs passed a reso-\n\nlution pledging their members to do all that they could to further the\nwork. \"All that they could\" happened to be assisting in publishing Bible\nstory readers. In fact, every person who offered support was given a\njob by a leader who had her program so outlined that she knew what she\nneeded and could use. Promised support becomes active support only at\nthe demand of the leader.\n\nMississippi's plan should be interesting to those who are just beginning\na program of illiteracy eradication and adult education. They are absolutely in the chrysalis stage. No laws, no leader, no appropriation-\"no\nnothing \"- except the determination of those who understand the need to\nestablish such a system. Theirs is, to begin with, a two year program-one\nyear State organization and the second year actually beginning and teaching schools for adults. They expect during the first year to perfect a\ncounty committee with local sub-committees in each county in the State.\nThis committee shall be made up of a county superintendent of education,\nParent-Teachers Association member, Federated Club member, president\n\nof county teachers association, county health officer, minister, business\nman, editor of the county paper, and member board of supervisors. The\nduties of these county and local committees shall be to locate illiterates,\nsecure teachers, arrange time and place, enrol adult pupils, and secure\nany funds by individual donation necessary for books, etc.\nMost States have gone through such a stage. I would not presume to\nthrow cold water on the plant, for, as a beginning, it is absolutely in-\n\nvaluable and almost necessary. It checks up on conditions; places the\nneeds before the people; arouses citizens to their responsibility in the\nmatter; and serves to determine three important points without which\n\n"}
{"page": 377, "printed_page": null, "text": "352\n\nNATIONAL EDUCATION ASSOCIATION\n\nthere can be no permanent organization-first, that there must be a head,\na leader ; second, where we expect to get the support and how much we\n\nshall need; and, third, just where to begin the work on an intensive scale\nfor the conclusion of every State organizer to whom I have talked is that\nthe ultimate end is intensive work. Some States work from a county\nprogram out, while others from a State program in. Either plan is sat-\n\nisfactory, if we can carry in mind all along that intensive county work\nis necessary at one time or another. We have used the latter plan and\nthe greatest difficulty we have encountered is in losing State interest when\nwe begin to localize.\n\nBriefly summing up, let me say then that the ultimate aim for adult\neducation is that it shall become a permanent part of the public school\nsystem. The Nation is striving for this in a Federal Education bill;\neach State is pushing forward to this end through State legislation and\ncoöperative public sentiment; many localities have already attained the\ngoal and are having regular night schools for adults with as long terms\nas the regular day schools.\nThe idea of giving each and every person a chance for all the training\nthat he needs is new in the history of civilization. Before there will be\nthe proper support for such work, the need of it must be shown and the\nresults in personal happiness and economic progress must be proved.\nLeadership is the keynote to success in this unique program. A leadership which can persuade the classes to give the necessary aid and a leadership which can persuade the masses to make use of the aid after it has\n\nbeen given ; a leadership which has the enthusiasm to launch such a program\nand the practical knowledge and persistency to complete it.\nSupport has been forthcoming where it has been sought. The people\nare in a mood to be convinced that the world needs trained people in\nevery job and profession. Too long we have accepted poor labor because\nof the excuse \"I didn't have a chance to learn\" ; too long have we endured\nsmall enrolment and still smaller average daily attendance in our day\nschools because illiterate parents underrated the value of an education ; too\n\nlong have our charitable and correctional institutions had to care for those\nwhom education and training would have saved from such a fate. Adult\neducation is being accepted by the business, the religious, and the social\nworlds in whatever sections of the country it has been introduced. Adult\neducation is here to stay because America still believes in the principals on\nwhich it was founded-liberty and justice for all.\n\nINCULCATION OF IDEALS IN CIVICS\nHOWARD BRADSTREET, DIRECTOR, BUREAU OF ADULT EDUCATION\nHARTFORD , CONNECTICUT\n\nAmerican ideals are vague and myriad. The civics class presents those\nthat relate to the government and its underlying principles. They are\nnot Utopian plans towards which we may or may not be tending, but the\n\n"}
{"page": 378, "printed_page": null, "text": "DEPARTMENT OF ADULT EDUCATION\n\n353\n\nworking principles put into the working constitution of a new government.\nThese principles are not based on abstractions.\n\nThe divergent results of\n\nsome 180 years of laboratory work in government in the colonies were\nbrought to a focus in 1787, and out of them through acceptance, rejection,\nand compromise the Constitution emerged.\n\nThe first problem in their inculcation is a clear conception of what\nthese fundamental ideals are, and the second is that of showing the method\nof their development.\n\nThe first aid is history, especially biography, and more especially the\nwrestling of different types of mind with the same problem-the Hamiltons and the Jeffersons. Every foreign-born knows the name of Washington. Few know to what an extent he represents the English idea as\nopposed to the Roman. To appreciate Washington, they should know\nNapoleon; should understand the contrast between imperialism and democracy, between the army and the school as the basis of the Nation's life,\nbetween ambition for the crown and for the farm on the part of a leader.\nThere is more meat in the story of Washington than has usually been set\nbefore the class .\n\nAction on the part of the group is desirable. The short play dealing\nwith personalities at important periods of our history is fundamentally\neducational. The use of club or organization methods in place of the\nregular class routine is still more valuable. Individual opinion brought\ninto group action in some practical form, however slight, gives training\nin facing a question, making a decision, and abiding by the result-all\nof which are presupposed before handling the ballot, but which are all\nnew to a large number of the foreign adults.\n\n"}
{"page": 379, "printed_page": null, "text": "Department of Business Education\nOFFICERS\n\nPresident-LLOYD L. JONES, Vocational Counselor, West Commerce High School, Cleveland,\nOhio.\nVice-President- IRVING R. GARBUTT, Director of Commercial Education, Woodward\nHigh School\nCincinnati , Ohio\n\nSecretary-J . O. MALOTT, Commercial Department, Yeatman High School .. St. Louis, Missouri\n\nHistorical note-The Department of Business Education was created in response\nto a petition read at the meeting at Saratoga Springs, N. Y., July 12, 1892, from\nthe Business Educators' Association, requesting admission as a department of the\nNational Education Association. See Proceedings of 1892, page 31. The Business\n\nEducators' Association was organized in New York City, in 1878. Its constitution\nwas revised for acceptance by the Department of Business Education and may be\nfound on page 958 of the Proceedings of 1894. This Department meets once a\nyear, in June.\nTUESDAY AFTERNOON, JUNE 30, 1925\n\nFirst Joint Luncheon Conference with Department of Vocational Education\nGiven under the Auspices of the Indianapolis Chamber of Commerce.\nPresiding, F. H. Fishbach, President, Indianapolis Chamber of Commerce.\nBusiness Training Problems\nTHE MARRIAGE OF ETHICS AND ECONOMICS-Merle Sidener, President, Sidener-Van\nRiper Advertising Co., Indianapolis, Ind.\nVOCATIONAL EDUCATION AND INDUSTRIAL OPPORTUNITIES- Myron Jermain Jones ,\nDirector of Labor Relations, B. F. Goodrich Rubber Co., Akron, Ohio.\nON WHAT BASIS SHOULD OUR HIGH SCHOOL COMMERCIAL COURSES BE ORGANIZED ?-\n\nE. W. Barnhart, Chief, Commercial Education Service, Federal Board for\n\nVocational Education, Washington, D. С.\nJOINT CONFERENCES OF \"VOCATION ALISTS\"-John N. Greer, President of Department\n\nof Vocational Education, and Assistant Superintendent of Schools, Minneapolis,\nMinn.\n\nTUESDAY AFTERNOON, JUNE 30, 1925\nTWENTY- FIVE YEARS OF TYPEWRITING AND TYPEWRITING METHODS-Harry C. Spillman, Education Director, Remington Typewriter Co., New York City.\nHIGH SCHOOL TRAINING FOR SECRETARIAL WORK-Dora H. Pitts, Teacher of Shorthand, Western High School, Detroit, Mich.\nCOÖRDINATING BUSINESS EDUCATION WITH VOCATIONAL OPPORTUNITIES-Stanley\nRoth, Personnel Director, L. S. Ayres & Co., Indianapolis, Ind.\nVITALIZING THE BOOKKEEPING PROGRAM-Jay W. Miller, Instructor in Bookkeeping\nMethods, Summer Normal Session, Gregg School, Chicago, Ill.\nARE WE IN STEP- INDUSTRY AND BUSINESS TEACHERS ?-Sherman Perry, Correspondence Adviser, American Rolling Mill Co., Middletown, Ohio.\nRESEARCH METHODS IN COMMERCIAL SUBJECTS William L. Connor, Director of\nResearch, Board of Education, Cleveland, Ohio.\nBUSINESS ASPECTS OF SCHOOL ACTIVITIES\n-Paul H. Seay, Treasurer, Withrow High\nSchool , Cincinnati, Ohio.\nTHURSDAY AFTERNOON, JULY 2, 1925\n\nPresiding, Irving R. Garbutt, Director of Commercial Education, Cincinnati, Ohio.\nInterpretation of Business and Educational Requirements\nTEACHING OF BOOKKEEPING AND CALCULATING MACHINES AND ITS RELATION TO BUSI-\n\nNESS-J . C. Springman, Director of Commercial Department, Pontiac High\nSchool, Pontiac, Mich.\n[354]\n\n"}
{"page": 380, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n355\n\nTHE USE OF CALCULATING MACHINES IN CLASSES IN COMMERCIAL ARITHMETIC-\n\nH. B. Loomis , Principal, Hyde Park High School, Chicago, Ill.\nJUNIOR BUSINESS TRAINING ITS CONTENT AND SCOPE-J. O. Malott, Commercial\nDepartment, Yeatman High School, St. Louis, Mo.\nSTANDARD PROCEDURES IN BUSINESS ORGANIZATION AND THEIR APPLICATION TO BUSI-\n\nNESS TRAINING- C. A. Hyre, Business Manager, Cleveland Clinic and Associated Hospitals, Cleveland, Ohio.\nTHE FUNCTION OF THE SUPERVISOR OF COMMERCIAL EDUCATION-E. F. Killam,\n\nSupervisor of Commercial Education, Board of Education, St. Louis, Mo.\nTHE PRESENT Trend in CoMMERCIAL TEACHER TRAINING-M. E. Studebaker, Head\nof the Department of Commerce, Ball Teachers' College, Muncie, Ind.\n\nTHE PLACE OF THE TYPEWRITER IN HISTORY AND\nEDUCATION-ABSTRACT\nHARRY COLLINS SPILLMAN, EDUCATION DIRECTOR, REMINGTON TYPEWRITER COMPANY, NEW YORK CITY\n\nThe advent of the typewriter heralded an educational renaissance and\nwas followed by a tidal wave of demand for vocational and utilitarian\nsubjects in our schools. Business colleges sprang up all over the land and\nbegan to teach our boys and girls seriously and for the purposes of life.\nWithin twenty years from the birth of the typewriter, the American\nschoolhouse had been turned upside down. Today there is hardly a college\nor university in the land that has not been shaken loose from its exclusive\nacademic cast, while the American high school has become the university\nof the common people. To say that the invention of C. Latham Sholes\nhad a large part in this educational awakening is not an idle compliment\nbut an historical fact.\n\nBut Sholes' contribution was not only mechanical, social, political, and\neducational-it was also spiritual. It is well to recall that although he\ninvented the typewriter, he didn't perfect it. When he had done what\nhe could with what he had where he was, he wrapped the infant in swaddling clothes and sent it down into the beautiful Mohawk Valley and to\nthe town Ilion, famed already as the home of the well-trained artisan .\nTo the House of Remington and to the world, the inventor said : \" I feel\nthat I have done something for the women who have always had to work\nso hard. This will enable them more easily to earn their living.\" Thus\nin surrendering the typewriter he sanctified it with the spirit of service.\nHowever better we may make the writing machine, we cannot divorce it\nfrom those inborn attributes of freedom and service wherewithal the inventor blessed it.\n\nThe typewriter is too big to belong to any man, or any organization of\nmen-even to those who make it or those who buy it-the typewriter,\nthanks to the benediction of Sholes, belongs to humanity. Sholes didn't\nwork for some of us; he worked for all of us. There is hardly a man so\nsteeped in ignorance and scarcely a woman so circumscribed by poverty\nand squalor but that the life has been in some measure brightened and the\ntask to some degree lightened by the invention of the typewriter.\n\n"}
{"page": 381, "printed_page": null, "text": "356\n\nNATIONAL EDUCATION AssocIATION\n\nSECRETARIAL TRAINING IN THE HIGH SCHOOLABSTRACT\nDORA H. PITTS, FIRST ASSISTANT IN THE COMMERCIAL DEPARTMENT\nWESTERN HIGH SCHOOL, DETROIT, MICHIGAN\n\nTraining for service in the community, for participation in social life,\nfor knowledge and ability to adapt one's self to business as a whole, are\nthe true objectives of commercial education.\nSecretarial training fits the pupil to become a self-supporting and selfrespecting citizen who is able to serve the community in many ways. It\nprepares the pupil for participation in social life because it is a cultural\nsubject. It develops originality and initiative; it trains the judgment; it\nstrengthens the memory; it awakens the imagination; it coördinates the\nprocesses of the brain and the hand; it vitalizes both oral and written\ncommunication; and it broadens and quickens the intellect. The study\nof personality, which is an integral part of the course, stimulates emulation\nand strengthens ambition.\n\nNo other commercial subject affords a better opportunity for the pupil\nto grasp the fundamental principles of business and to gain a wide outlook upon industry. A good textbook is the foundation upon which rest\nthe supplementary activities of the course. Lectures, educational films,\ninspirational plays, demonstrations of office appliances, a study of office\norganization and standards, filing, composition of letters and business\nmemoranda of various types, writing of commercial and legal forms, and\ndaily dictation and class discussion based upon the laboratory exercises, are\nsome of the features of the work. The pupils gain actual experience by\nacting as secretaries for the school executives .\n\nProgress in industry demands that the highest type of office worker\nshall not only be equipped with a knowledge of shorthand and typewriting,\nbut shall also possess the training and initiative necessary to solve the\nmany problems which constantly confront the business man of today.\nThe high school, through the course in secretarial training, is prepared\nto meet this requirement, and its service in this field is richly rewarded.\n\nCOÖRDINATING BUSINESS EDUCATION WITH VOCATIONAL OPPORTUNITIES—ABSTRACT\nSTANLEY ROTH, PERSONNEL MANAGER, L. S. AYRES & CO . , INDIANAPOLIS\nINDIANA\n\nAn appallingly large proportion of all employed people are not doing\nthe kind of work for which they are best fitted.\n\nThe schools are doing their best to better this condition by training\nchildren for vocations and by giving vocational information and counsel.\nBusiness, on the other hand, is devoting an increasing amount of attention\nto the proper selection and placement of employees.\n\n"}
{"page": 382, "printed_page": null, "text": "357\n\nDEPARTMENT OF BUSINESS EDUCATION\n\nStill , I believe both educators and business men will readily admit that\nmuch remains to be done .\n\nThere is a great opportunity at hand for a far-seeing, patient study, made\ncoöperatively by business representatives and school representatives, to\ndetermine to what extent the schools may better distribute their pupils\namong their vocational classes and better expend their funds available for\nvocational education.\n\nSuch a study would aim to find out, for instance, whether, in a given\ncommunity, the number of children trained for stenographic work is larger\nthan the needs warrant, whereas the number trained in the use of the\nstatistical machines is too small ; whether the students who have been given\nintensive salesmanship instruction actually have gone into the selling field\nand stayed there; whether the equipment and teaching staffs devoted to\ninstruction in the trades, such as printing and millinery, are costing more\nor less than is justifiable.\nI believe it is the obligation of business men to express their wants concretely, rather than vaguely. I believe they cannot fairly criticize the\nschools, so long as they do not do their share, by helping determine along\nwhich lines vocational training can be most profitably directed.\nI know that the schools have many times and in many places undertaken\nstudies of the kind I have in mind; but it seems that broader and more\npermanent organization is needed, involving both educators and business\nmen, working persistently, if slowly, on a five or ten-year program that\nwill yield specific results.\n\nVITALIZING THE BOOKKEEPING RECITATIONABSTRACT\nJAY W. MILLER, INSTRUCTOR IN BOOKKEEPING METHODS, SUMMER NORMAL SESSION, GREGG SCHOOL, CHICAGO ; VICE- PRESIDENT, KNOX\nSCHOOL OF SALESMANSHIP , OAK PARK, ILLINOIS\n\nBookkeeping has always been regarded as the crux of the orthodox\ncommercial course. Every commercial teacher, then, should know the\nprinciples of bookkeeping and be able to teach the subject in an emergency.\nThe approach taught will depend upon the system used. The teacher\nshould know the various methods of approaching bookkeeping but should\nnot confuse his students by teaching more than one. Whatever the ap-\n\nproach used, it should and must be developed in easy and understandable\nterms .\n\nGo slow and be sure the student does understand.\n\nThe high school emphasizes the class method of instruction-the business\n\ncollege, the individual plan. The logical method is doubtless a combination of the two plans .\nTeach the student to think out the transactions for himself.\n\nBut be\n\never on the alert to lend a helping hand before the student becomes discouraged. This will allay, although it will not cure, the copying evil .\n\n"}
{"page": 383, "printed_page": null, "text": "358\n\nNATIONAL EDUCATION ASSOCIATION\n\nRubber stamps, discriminatingly used, save the teacher's time. Erasures\nshould be strenuously opposed. A carefully worked out grading system\nshould be used. Examinations should be short and frequent. Objective\ntests should be used with discretion in bookkeeping.\nGive frequent drills in finding errors in the trial balance. Stress what\nthe trial balance will and will not do.\n\nUse an articulation statement or\n\nskeleton ledger in helping to find errors. Utilize advanced students in\nhelping to find errors in the work of the beginners.\nMachine bookkeeping is important but not a substitute for knowledge\n\nof the principles. Not all bookkeeping roads lead to the Certified Public\nAccountant examinations .\n\nUse the key sparingly. Do not allow it in hands of the student. Mem-\n\norize frequently-used totals for rapid checking of outgoing papers.\nStay away from the desk as much as possible. Teach more-tell less.\nStudy accounting as a background for more efficient teaching of bookkeeping.\n\nARE WE IN STEP-ABSTRAСТ\nSHERMAN PERRY, CORRESPONDENCE ADVISER, AMERICAN ROLLING MILL\nCOMPANY, MIDDLETOWN, OHIO\n\nBusiness men of the executive type complain bitterly that the high school\ncommercial course fails to turn out a product that can assume reasonable\nresponsibility and perform duties speedily and accurately.\nMoreover , they say, young men and women are woefully lacking in that\none essential, without which life is a failure-initiative.\nLong experience as a business teacher and years of work in one of our\ngreatest industries have convinced me that this failure charged to the high\nschool business training is true, and unless there is that sort of teaching\nthat will turn out a dependable product, I believe leading industrial executives sooner or later will have nothing to do with the commercial departments of our public schools. They have never taken you seriously. They\nhave never been \"sold\" on your services. They can be alienated, and if\nthat comes to pass, it means \"shut up shop,\" because business will refuse\nto be taxed to support a non-productive, but expensive commercial course .\nWhen I was teaching, more than one keen business man said to me:\n\"You're an expensive piece of overhead. You send to us young men and\nyoung women poorly trained, and I have to do what you were paid to do.\"\nAnd the office manager of one of Detroit's greatest industries said to me :\n\"You commercial teachers don't know what we are doing, and you make\nno effort to find out; yet, you flatter yourselves by thinking you can send\nus someone who knows more about our business than some of us who\n\nhave grown gray at the work.\"\nBusiness teachers can well afford to take their cue from that criticism.\nGet out of the classroom and find out what the business man wants. Talk\n\n"}
{"page": 384, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n359\n\nwith him. Get into his offices. Ask questions. He will gladly tell you all\nhe can. He will even turn his offices into a laboratory for you, because\nhe needs you. And, if he needs you, you need him.\nAs correspondence advisor for The American Rolling Mill Company, it\nis my job to try to improve our letters to help those that write our letters\nto write better letters. Half of your students do not know what a sentence\nis. Punctuation is a puzzle. They scatter periods and commas with\nperfect abandon; but they know nothing about the colon and semi-colon .\nRarely does one know how to use affect and effect, principal and principle,\nfarther and further, lose and loose, it's and its, and the like. And when\n\nit comes to writing the simplest letters, they are failures.\nAs to pride in workmanship, they will hand in anything they think the\nboss will sign. If these conditions are to pass away, if commercial education is to take the place it so richly deserves, teachers must first be business\nmen and women. They must not only know: they must be able to do.\nBoards of education must demand experience as well as training. Teachers will be selected not so much for degrees and diplomas as for scars.\n\nTHE BUSINESS ASPECT OF SCHOOL ACTIVITIESABSTRACT\nPAUL H. SEAY, TREASURER, WITHROW HIGH SCHOOL AND TEACHER OF\nΒΟΟΚΚΕΕΡPING AND COMMERCIAL LAW, CINCINNATI, OHIO\n\nIn this commercial age it is not surprising that we should find business\nslipping into the activities of the pupils of the schools in an astonishing\nnumber of ways. The high school pupils of today do not have to wait\nuntil they are outside the school walls to get experience in business. They\nconstitute a community that is constantly engaging in some activity outside the prescribed courses . This activity often arises from the interest\naroused in some subject that they are studying. For example, in the\nWithrow High School, in Cincinnati, the pupils have organized more than\na dozen clubs, which include such interests as debating, foreign languages,\ncommercial law, and mathematics. What finer business preparation for\norganizing and conducting a real business could one get than is to be had\nin a live club with a full set of officers and committees ?\n\nThe office of the school treasurer, equipped with a check-writer, an\nadding machine, and a variety of files, and handling thousands of dollars\n\na year, affords a fine opportunity for getting a varied experience as cashier,\nbookkeeper, and file clerk. The school bookstore and lunch room furnish\n\nthe pupils employed there a training in speed, accuracy, and courtesy under\nthe most trying conditions-everybody in a hurry.\n\nIn the school newspaper and the annual is to be found every problem\nthat would confront an organization out in the business world doing a\nsimilar piece of work.\n\nWhere is there a finer place than the principal's office for senior and\n\n"}
{"page": 385, "printed_page": null, "text": "360\n\nNATIONAL EDUCATION ASSOCIATION\n\njuniors to become familiar with the business of a real office, meeting people,\nusing the phone, and doing the varied work of the office ?\nAll of these experiences help to bridge the gap that exists between the\nordinary school life and the business world, and gives the pupil a start\nrather than the usual shock and set-back. His feeling of confidence is born\nof experience rather than the so-called nerve peculiar to the youth just\nout of school .\n\nTHE TEACHING OF BOOKKEEPING AND CALCULATING\nMACHINES AND ITS RELATION TO BUSINESSABSTRACT\n\nJ. C. SPRINGMAN , DIRECTOR , COMMERCIAL DEPARTMENT, PONTIAC HIGH\nSCHOOL, PONTIAC, MICHIGAN\n\nMachine bookkeeping and machine calculation are used extensively in\noffices.\n\nIt is necessary that a good course in each should be given a place in\nevery high school commercial curriculum.\nThe kind of machines to be taught, who shall take the work, and the\nnature of the courses will depend upon the kind of machines used in the\ncommunity by industry.\nConferences with office managers are necessary, so that the courses may\n\nbe planned to train pupils to meet the requirements of business.\nThe work should be planned so that expensive equipment may be in constant use .\n\nMachine bookkeeping may be successfully taught as a part of the regular\nbookkeeping course.\n\nMachine calculation is preferably taught as a separate course.\nThe work should be given to pupils in the eleventh and twelfth grades\nand the requirements of business should be constantly kept in mind.\nThe plan and method of instruction in teaching machine bookkeeping\nand machine calculation in Pontiac High School is the result of eight\nyears of experience. Those who employ our pupils tell us that they are\nwell trained and can readily adjust themselves to the requirements of\nbusiness.\n\nTHE USE OF CALCULATING MACHINES IN CLASSES IN\nCOMMERCIAL ARITHMETIC-ABSTRACT .\nHIRAM B. LOOMIS, PRINCIPAL OF THE HYDE PARK HIGH SCHOOL\nCHICAGO, ILLINOIS\n\nFor three years the Hyde Park High School has used calculating\nmachines in its classes in commercial arithmetic. The practice was\nintroduced to add interest to a subject which many pupils regarded as a\n\n"}
{"page": 386, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n361\n\n\"rehash of old stuff\" and to give pupils an acquaintance with the use of an\noffice appliance destined to come into greater incidental use by those who\nare not experts. The fact that the calculating machine saves time is bound\nto produce this result.\nThe course, however, is in arithmetic, not in the calculating machine.\nWhile it is not planned to turn out expert operators, enough practice in\nthe fundamental operations of the machine is given to avoid the establish-\n\nment of wrong habits. It has been deemed especially necessary to give\nconsiderable drill in touch addition .\n\nThe theory of the course is that homework should consist of pencil\narithmetic, that facility in this should be secured by frequent short tests in\nclass, but that the greater part of the class period should be given to practice with the machines.\n\nAs soon as the pupils have learned to multiply on the machine, problem\nafter problem, especially in percentage and interest, is worked in class ;\nand since multiplication soon becomes a rapid process even for the beginner,\nit is possible to give a large amount of practice. Moreover, every pupil\nworks during the whole class period.\nSubtraction is taught simply because it is needed in division, the hardest\nof the fundamental processes on the machine, especially when decimals are\ninvolved. Division is then used to solve another set of problems, though\nin this case no such saving of time is shown as in multiplication. As a\nmatter of fact, apart from straight addition, multiplication is the operation most employed on these machines. Problems involving division, provided the divisor remains the same, are changed into problems of multiplication by the reciprocal of the divisor.\n\nThrough the course above outlined, pupils not only get nearly, if not\nquite, as much practice in the solution of arithmetical problems as in a\ncourse of equal length in pencil arithmetic but also gain a working knowledge of a useful office appliance.\n\nJUNIOR BUSINESS TRAINING—ITS CONTENT AND\nSCOPE-ABSTRACT\nJ. O. MALOTT, YEATMAN HIGH SCHOOL, ST . LOUIS , MISSOURI\n\nThe commercial courses are gradually being remodeled so as to in-\n\nclude a type of business education and training that will be more appropriate to the needs and maturity of the pupils in accordance with how\nsurveys show how the \"drop-outs\" are employed. Surveys show that those\nstudents who do not graduate usually get into general office work instead\n\nof stenographic and bookkeeping positions. In order to best prepare for\nthis general office work into which three-fourths of the commercial students\ngo, we should offer to the students during the first two years of high school\na thorough and comprehensive course in business education and training.\nIn considering a course to better meet the needs of this seventy-five per\n\n"}
{"page": 387, "printed_page": null, "text": "362\n\nNATIONAL EDUCATION ASSOCIATION\n\ncent who do not graduate and who do general office work, we must look\nto the individual business enterprise and study its organization. The\nworkers within a business enterprise, whether one or many, are there solely\nthat the various functions within the enterprise be performed as efficiently\n\nas possible. These functions are practically universal. Some of them are\nreceiving, stock keeping, purchasing, production, advertising, selling, ship-ping, billing, bookkeeping, crediting, and collecting. Furthermore, the\nprinciples of business, the functions within a business, business practice and\nprocedure, the instruments of business, business papers, office practice, the\ncommon business services, business attitudes and virtues are basic and constant throughout the country. A cross-sectional view and analysis of the\nvarious ranges of jobs in business such as messenger, clerical, selling, business expert, paid manager, and owner manager, and the innumerable levels\nin each of those ranges, together with data relative to initial employment\nand promotional opportunity. would help us to determine the organization\nand presentation of business education and training. Such an interpretationofbusiness expressed in bodies of knowledge, skills, and attitudes would\ngive us sufficient substance for a basic, integrating commercial education\nupon which would be based technical commercial training.\nInthe past the core of our commercial course has been changed to comply with the commercial teacher's interpretation of the changing business\nneeds. The basis or core of the technical commercial training, which was\nto constitute for the pupil his preparation for the initial job and his foundation for training in business, was at first penmanship and arithmetic. Then,\nbookkeeping became the core. In the next period, we found bookkeeping\nto be the core for boys and stenography for girls. Now the demands of\nbusiness have shifted to the clerical in specialized functions. An interpretation of the St. Louis senior commercial occupational survey, compiled by\nthe speaker, points out, as does other surveys, that the first two years of the\n\nhigh school commercial course should be devoted to a thorough and comprehensive course paralleling business information and practice and organized about the functions within a business so as to best prepare the dropouts for the kind of employment open to them and at the same time give\nthe right kind of training to those who remain in school to graduate. It\nis believed that a course of this type will teach the pupils to do better those\n\nthings they will be most apt to do as they drop-out during the successive\nyears. It is also believed that it will be of value to the extent to which\n\nthe student pursues the course .\n\n"}
{"page": 388, "printed_page": null, "text": "363\n\nDEPARTMENT OF BUSINESS EDUCATION\n\nSTANDARD PROCEDURES IN FUNCTIONALLY\n\nORGAN-\n\nIZED BUSINESS AND THEIR APPLICATION TO\nBUSINESS TRAINING —ABSTRACT\nC. A. HYRE, BUSINESS MANAGER, CLEVELAND CLINIC AND ASSOCIATED\nHOSPITALS, CLEVELAND, OHIO\n\nAccording to one office manager it takes approximately three months\nand costs $200 to train a graduate from a business school or college to the\ndegree of efficiency essential for the proper performance of his duties in\n\nthe specific departments in which he may be placed.\nIt follows that the average office manager will hire only those candidates who have had definite experience in the line of work in the position\nto be filled. It behooves educators and business managers alike to discover the reason for this lack of training which approximates business\nexperience.\n\nHow then is the aspirant for a business position to secure the requisite\ntraining ? A close analysis of many types of business has shown that all\ntypes have certain definite functional departments which are common to\nall, and that should a model business be set up with standard procedures\nfor the purchasing, storing, production, selling, collection, and administrative report control departments, around this frame work can be fitted such\nroutine details as can be readily adapted to any type of business.\nCan our business schools be organized to provide a practical training\ncomparable to that which a young medical graduate receives during his\nintern service in the hospital or the budding lawyer in moot courts or the\nnormal school student in the practice schools ? Present indications are\nthat such a system will be established under the leadership of instructors\nwho appreciate the need of training their pupils to adapt their routine\n\nacquirements--bookkeeping, general clerical work, and so forth to the\npractical requirements of the various functional departments of a business\norganization. To accomplish this means a concerted demand for such a\ndevelopment on the part of the business educators.\n\nWhen such a demand\n\nis made the textbook publishers in turn will develop the essential manuals .\n\nBy the establishment of business schools organized according to this plan\nthe training of the student will approximate the actual conditions he is to\nmeet in whatever business organization he may be employed, and thus the\nneed of the manager and of the business school graduates will more nearly\nbę met.\n\n"}
{"page": 389, "printed_page": null, "text": "364\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE FUNCTION OF THE COMMERCIAL SUPERVISORABSTRACT\nE. F. KILLAM, SUPERVISOR OF COMMERCIAL EDUCATION\nST . LOUIS, MISSOURI\n\nIt is a far cry from the simple school system of fifty years ago to the\ncomplex and highly organized system of today. In the early school, with\nits stern discipline and its academic curriculum, there was little thought\nof any connection between the school and the activities of the outside\nworld. The pupil was trained in the classics. Those not adapted to this\nkind of training were forced out of school.\nIn contrast to this simple system is the all-inclusvie system of the present\nday, with its new theories in education, its many and varied departments\nand its broad curriculum. It is the complexity of this new system that has\ngiven rise to the need of supervision, and it determines to a great extent\nthe work of the supervisor in a public school system.\nOne of the outstanding functions of every supervisor is to give help to\nthe classroom teacher ; in other words, to make smooth the track along which\nthat teacher has to run. It should be his duty to improve, by suggestions\nand conferences, the classroom instruction and to make every effort to see\nthat the teacher is provided with those things which will aid in her work.\nThe supervisor of commercial subjects has another duty that is of vital\nimportance to the school system. He should endeavor by conference with\nbusiness men to bring the school and the business world more closely\ntogether, that each may have a better understanding of the other. And,\nlastly, the commercial supervisor, working with the commercial teachers,\nshould endeavor to raise the standard of the work so that commercial edu-\n\ncation will stand second to none in the great educational system of this\ncountry.\n\n"}
{"page": 390, "printed_page": null, "text": "Department of Classroom Teachers\n\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-JULIA A. SPOONER ..\nVice-President-EULA F. HUNTER ...\nMembers of Executive Committee:\nEastern Section- JULIA E. SULLIVAN\nMiddle Section-ANNA M. THOMPSON\n\n..... Portland , Oregon\n.Fort Worth, Texas\n\nCharlestown , Massachusetts\nKansas City, Missouri\n... Spokane, Washington\n\nWestern Section--JEAN L. SOULES ..\n\nHistorical note-The Department of Classroom Teachers held its first session\nat the St. Paul meeting, July 8, 1914. It was organized in response to petitions\nrepresenting classroom teachers in all parts of the country. See Proceedings of\n1914, page 909. For the Constitution and By-laws of this Department see Proceedings, 1924, pages , 468-70. The Department of Classroom Teachers coöperates\nwith the National League of Teachers' Associations, whose officers for 1925-26 are :\n\nPresident-Harriet E. Scofield, Fuller School, Minneapolis, Minnesota ; SecretaryMyrtle Harper, Hiawatha School, Minneapolis, Minnesota.\n\nThis Department meets once each year, in June.\nThe first session of the Department of Classroom Teachers was held in the\nSenate Chamber of the State Capitol, Indianapolis, Indiana, on Tuesday afternoon, June 30, 1925. The meeting was called to order by the president. The\nfollowing program was presented:\nREPORT ON SABBATICAL LEAVE\n\nKansas City, Missouri, Teachers' Coöperative Council, represented by Anna\nM. Thompson.\nINTERPRETING THE Schools to THE PUBLIC-WHAT TO INTERPRET\n\nGeorge W. Frasier, President, Colorado State Teachers College, Greeley, Colo.\nHOW TO INTERPRET IT\n\nMerle Sidener, President, Sidener-Van Riper Advertising Co., Indianapolis,\nInd.\nTWENTY- FIVE YEARS OF EDUCATION PROGRESS- FEDERAL AID TO EDUCATION\n\nMabel V. Wilson, President, Seattle Grade Teachers' Club, Seattle, Wash .\nTHE DEVELOPMENT OF THE TEACHERS' COLLEGE\n\nJ. A. Hill, President, West Texas Teachers College, Canyon, Texas .\nMEETING THE CHALLENGE\n\nLouisa McDermott, San Francisco Grade Teachers' Association, San Francisco,\nCalif.\n\nFrederick L. Whitney, Director of Division of Educational Research of Teachers'\nState College, Greeley, Colorado, appeared in the place of George W. Frasier who\nwas unable to be present on account of illness.\n\nSecond Session, Thursday Afternoon, July 2, 1925\nBusiness Meeting- President Julia A. Spooner called the meeting to order.\nThe minutes of the last business meeting were read by the acting secretary, Jean\n\nL. Soules, and approved. The next order of business was reports of regional\nconferences held during the year by the various members of the executive committee.\n\nMiss Hunter's report showed that she had done valuable work in Texas in\n\nawakening interest in the National Association. Conferences were held at Canyon\n[365]\n\n"}
{"page": 391, "printed_page": null, "text": "366\n\nNATIONAL EDUCATION ASSOCIATION\n\nCity, Austin, and Kingsville, Texas; and addresses were given before teachers'\ninstitutes and teachers' organizations.\nMiss Sullivan paid tribute to the pioneers in the work of the Department and\nreaffirmed her allegiance to the Education Bill. She reported conferences held\nin the following places: Somerville, Mass .; Boston, Mass .; Rochester, N. Y.;\n\nNewport News, Va.; Richmond, Va.; Philadelphia, Pa.; and Baltimore, Md.\nMiss Thompson gave a comprehensive report of the conferences held in the\nmdidle section of the country at Kansas City, Mo.; Topeka, Kansas ; Denver,\nColo.; and Evanston, Ill .\nMiss Soules' report showed that her conferences had covered a large territory\n\nincluding Walla Walla, Seattle, and Spokane, Washington ; Pocatello, Idaho ;\nSalt Lake City, Utah ; Cheyenne, Wyoming; Aberdeen, South Dakota; Miles City,\nButte, and Missoula, Montana.\nPresident Spooner gave a report covering activities for the year including a\nregional conference held in Portland, Oregon, and also an extensive field trip\n\nfrom January 23 to March 23 in which she met groups of teachers in thirteen\nStates. In some places conferences with groups of teachers and administrators\nwere held, while in others she addressed the entire teaching body on the work of\nthe Association and also of the Department. The following places were visited :\n\nAlbuquerque, N. Mex.; Birmingham, Ala.; Louisville, Ky.; Minneapolis, Minn.;\nSt. Cloud, Minn.; Fargo, N. Dak.; Bismarck, N. Dak.; Billings, Mont.; New\nOrleans, La.; and Phoenix, Ariz. The report carried the following recommendations:\n\n1. That organizations be urged to publish some form of publication and to\nmaintain as large an exchange list as can be made.\n\n2. That wherever organizations exist through which regional conferences may\nbe arranged, such conferences be held in greater numbers and representing\ngreater areas .\n\n3. That in unorganized territory, conferences of other types be held to promote\nthe idea of professional organization for the solution of educational problems .\n4. That the work of developing classroom leadership and of giving increased\nrecognition of classroom problems and their importance in the educational scheme\nin State organizations, be continued. Two years ago the department requested\n\nState associations to place classroom teachers on State association programs.\nSeven of the 48 letters were answered.\n\nThis year a similar request was made\n\nand 19 acknowledgments were received. In a number of instances, notably Washington, North Carolina, Nevada, Colorado, and Pennsylvania, such recognition\n\nhas been accorded. Arizona, Montana, and Alabama were particularly responsive.\n5. That the Department move as rapidly as possible toward the installation of\n\nan executive secretary, whose duties shall be field service in the interests of the\ndepartment, and the regular clerical and administrative duties ordinarily devolving upon such an officer. Such secretary should be chosen by the department and\nbe accountable only to it for the performance of her duties. No regular officer\nperforming the duties of the classroom can carry the entire burden of work\nentailed by the size and importance of the classroom teachers' department if its\nfunctions as outlined in the constitution are to be carried out.\n\n6. That the executive committee of this Department invite the executive committee\nof the National League of Classroom Teachers to form with it a joint committee\nto study ways and means of amalgamating at some future time the groups which\nare practically identical in membership and are closely related in purposes and\nobjects .\n\nBefore such a consolidation can be effected , all teachers must be convinced\n\nthat the time is ripe for it; that the department has complete autonomy in the\nconduct of its own affairs ; the financial status of the department must be defined\n\nand assured ; representation in the department for the administration of business\nmust be placed upon a delegate basis; the plan of selection of delegates must be\nworked out with meticulous care to secure justice, in apportioning delegates in the\nmethod of selection of them. A little difficulty will be found in cities where\n\nactive organizations exist ; but many teachers who belong to no local organization\nbelong to the National Education Association and are therefore entitled to repre-\n\n"}
{"page": 392, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\nsentation.\n\n367\n\nIn many States now on a delegate basis in State organization, class-\n\nroom teachers secure little recognition and would therefore have little oppor\ntunity to name delegates to the department. In other States where organization\nhas not been developed, no machinery exists through which the classroom teacher\ncan operate to select delegates. In all instances special care must be taken to\nplan in such a way that classroom teachers and classroom teachers only participate\nin the selection and instruction of delegates to the National Department meetings ;\nand that all classroom teachers, members of the National Education Association\nare assured of a voice in such selection and instruction. Such a plan cannot be\n\neasily or quickly worked out but a commission appointed by these two executive\nboards can profitably give two or three years to such a service whereby the two\ngreat representative organizations of teachers in the United States may safely\n\njoin forces to bring about professional development which they have individually\nset as their mutual objective.\nThe motion was made, seconded and carried that the National Education Association be requested to print, separate from other material, this report of the president, Miss Spooner.\nThe following reports were given:\nStudy of the Evaluation of Classroom Instruction-Second Report, by Guy M.\nWilson, of Boston University. Presented in part by President Spooner who\nannounced that a complete report would be ready in 1926.\nReduction of Clerical Work-Julia Sullivan ( adopted ) .\nThe Advancement of Women to Administrative Positions-Julia Sullivan\n(adopted) .\nRetardation Due to Overcrowding ( report of progress work to be continued) Jean L. Soules.\n\nMiss Soules stated that two other problems had been assigned to her but as yet\nthere was nothing to report.\nFrances Harden, of Chicago, read a letter addressed to Jesse H. Newlon, President of the National Education Association, and moved that it be sent. Itwas\nso ordered after inserting the further point \"organization represented.\" The letter,\nas given in the motion, follows :\nMR. JESSE H. NEWLON,\nPresident, National Education Association.\nDEAR SIR: The Department of Classroom Teachers respectfully requests you to\n\ndirect the Secretary of the National Education Association to prepare and have\npublished in the September or October issue of The Journal of the National Education Association each year the full list of the members of the Representative\nAssembly of the National Education Association of that year together with the\n\neducational position, the organization represented, and the home address of each\nmember.\n\nMiss Harden explained that she had tabulated a list of the delegates to the\n\nRepresentative Assembly for the year 1921. Of 563 delegates, 81 were classroom\nteachers. Miss Harden explained the need of our having this information to\naid in communicating with teachers concerning regional conferences .\nAfter some discussion the motion was carried.\n\nThe recommendation made and adopted at the Washington meeting, July, 1924,\nwas read by the president :\n\nWe now make the single recommendation that the department strongly urge\nthat an adequate medium of communication under the sole direction of the De-\n\npartment of Classroom Teachers be provided by the National Education Association.\n\nIt was moved and seconded that a committee be appointed to study the ad-\n\nvisability of publishing a yearbook-a book which will be to the Department of\n\n"}
{"page": 393, "printed_page": null, "text": "368\n\nNATIONAL EDUCATION ASSOCIATION\n\nClassroom Teachers what the yearbooks are to the Departments of Superintendence\nand Elementary School Principals ; that a preliminary report be made at the\nwinter meeting and the final report at the next summer meeting. Carried.\nThe first item under new business was the election of officers. After reading\nthe rules for election, the president ruled that the precedent set by the National\nEducation Association, having the secretary cast the ballot for each office for which\nthere is but one candidate be followed. Miss Bowman was named chairman of\ntellers. The other two members were Mr. Tanner and Miss Krusen.\n\nMiss Harden, of Chicago, nominated Miss Spooner for re-election. Miss Spooner\ndeclined the nomination. Miss Mellish, of Massachusetts, then nominated Julia\n\nSullivan who was unanimously elected. On nomination by Miss Keeton, of Texas,\nMiss Eula Hunter was unanimously elected to succeed herself in the office of vice-\n\npresident. The nominees for secretary were Miss Shelton, of Oakland ; Martha\nHarris, of Indianapolis ; William Tanner, of Los Angeles ; Frances Harden, of\nChicago ; and Clara Lynn, of Seattle.\nMiss Harden withdrew her name on the ground that the middle section already\nhad two members on the executive committee, and Mr. Tanner withdrew in favor\nof Miss Shelton, of Oakland. Balloting resulted in the election of Miss Lynn.\n\nEdith B. Joynes, of Norfolk, Va. , was unanimously elected executive member for\nthe eastern section.\n\nThe meeting then proceeded to the consideration of the recommendations made\nin regional conferences, twenty-three in number. On fourteen of these recommendations no action was taken as each of these had been disposed of by special reports\nalready acted upon or by the requested action having been taken.\nAction taken by the meeting on the remaining recommendation was as follows :\n\n(The numbers refer to the number of the recommendation in the complete list.)\n1. That the sabbatical year idea be stressed. ( Committee on sabbatical leave,\nTeachers' Coöperative Council, Kansas City, Missouri, invited to present its report\nas part of Classroom Teachers' Department program, June 30, 1925, at Indianapolis. ) Moved that the executive committee continue to work along this line,\nstressing the subject in regional conferences.\n\nSeconded and carried.\n\n2. That a simplified rating system open to inspection by the teacher, be urged.\nReferred to National Education Association Committee of One Hundred on Class-\n\nroom Teachers' Problems.\n\nSee Minutes of Meeting of Committee of One Hundred,\n\nJuly 3 , 1924, and February 26, 1925.\n\nMoved that the Committee on Rating be\n\ncontinued .\n\n3. That universities be urged to give credit for time and thought spent in constructive organization work. Referred to Committee of One Hundred. See\n\nminutes of that committee for July 3 and February 26. The recommendation of\nthe executive committee that the Committee of One Hundred on Classroom Teach-\n\ners' Problems be requested to make this one of its major activities for the year\n1925-26 was accepted.\n\n7. That the conference approve the continued study of the single salary schedule\nby the Department. Referred to Committee on Single Salary. Adopted after being\namended as follows : The single salary schedule has been studied by the committee\nas to teacher qualification and certification and experience or service. I recommend that a study also be made, in connection with the above, of the teacher load\nin primary, grammar and high school work-Do inequalities exist? If so, to what\nextent ? What changes will be needed in order that those of equal certification\nmay render equal service for equal pay ?\n8. That we emphasize the importance of having a classroom teacher on the\ngeneral program of every State association convention. Second letter ordered\nsent to officials of State Teachers' Association. The president reported progress.\n\nIt was moved, seconded and carried that we continue to emphasize this point.\n9. That we approve the regional conference idea and request that such conferences be held as often as possible.\n\nNotice ordered sent to President and\n\nSecretary of National Education Association. This was adopted. Miss Manthey\nthen moved : \"That this body thank the president and other members of the execu-\n\n"}
{"page": 394, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n369\n\ntive board for the excellent work which they have done in the regional conferences\nand that it heartily endorse the work which they have done.\" The motion was\nseconded and carried .\n\n10. That all committees studying classroom problems should be headed by a\nclassroom teacher. Notice ordered sent to President and Secretary of National\nEducation Association with note of appreciation of appointment of Anna Riddle\nas chairman of Committee of One Hundred on Classroom Teachers' Problems.\n\nMoved that a letter be sent to Mr. Crabtree and Miss McSkimmon, informing\nthem of the endorsement of this recommendation by the Department of Classroom\nTeachers .\n\n17. That the Department request the National Education Association to work for\npolicy of reckoning successful classroom experience as counting toward college\ncredit so that teachers who have given long service may be enabled to secure their\ndegrees without exhausting the energy and usefulness of those aspiring to acquire\nthe same. It was suggested that two points of credit be granted for each year of\nsuccessful experience from the sixth year to the twentieth year. President directed\n\nto gather data on present allowances before business meeting in July. After much\ndiscussion it was moved that we continue to hold the attitude expressed in the\nrecommendation.\n\nSeconded and carried.\n\n18. That membership on the Executive Committee automatically bring with it\nmembership on Committee of One Hundred for study of Classroom Teachers'\nProblems. (Since Committee appointments are included in duties of President\nof National Education Association, request was sent to President and Secretary\nthat members of Executive Committee be appointed upon Committee of One\nHundred. ) Moved that such a request be sent. Seconded and carried.\nThe president then read the four recommendations adopted by the Regional\nConference held in Evanston, Illinois :\n1. That the course of study be simplified as the crowded curriculum prevents\nthorough mastery of subject matter. It was moved, seconded, and carried that a\nletter be sent to the Department of Superintendence expressing appreciation of the\nwork on curriculum, now being done by that department.\n2. That nation-wide and community activities, introduced into the school, be\nlimited in number in order to prevent too many classroom interruptions that interfere with the best interest of the pupil. No action was taken on this as the\nmatter had already been handled by our action on Recommendation No. 14.\n3. That each State director of the National Education Association prepare a list\n\nof all teachers' organizations, this to be kept on file and published once a year in\nofficial publication. By this means greater coöperation among the different organizations of the State may be established. It was moved, seconded, and carried\nthat the recommendation be endorsed and that the executive secretary of each\nState association be informed of this action.\n\n4. Resolved that this conference request the National Education Association to\ngo on record as favoring putting the cost of the passport on a pre-war basis and\naccepting the offer of foreign countries to omit the visé tax. It was moved that\nwe endorse this recommendation .\n\nSeconded and carried.\nJEAN L. SOULES ,\nActing Secretary.\n\nREPORT OF THE COMMITTEE ON SABBATICAL YEAR\nKATHERINE M. MORGAN , KANSAS CITY, MISSOURI , CHAIRMAN\n\nThis committee was appointed to \"collect information and make a recommendation to the council concerning the subbatical year.\"\n\nThe report therefore consists of two parts : the first information, and the second\na recommendation .\n\nInformation we have grouped under three heads :\n\n"}
{"page": 395, "printed_page": null, "text": "370\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. Reasons for and benefits of the Sabbatical Leave.\n2. Extent of the practice.\n\n3. Nature of the practice.\nI. Reasons for and benefits of sabbatical leave. The committee believes that\n\nthe reasons which had led other cities to plan for, adopt and continue the sabbatical leave have equal force in Kansas City, and therefore we quote some\nauthoritative opinions.\nBoston, a pioneer in the granting of sabbatical leave, thus states the fundamental\nreason for the practice: \"The Board believes that a sabbatical year is justifiable\nonly as a means for improving the work of the teacher.\" The success of the plan\nis attested by Superintendent Burke. He declares that in every case there has\nbeen marked improvement in the work teachers do after they return from leave.\n\nThis he says is because of \"a new angle, a new point of view, and the added\nstimulus to the work\" .\n\nRochester is another city satisfied with the results.\n\nAccording to Assistant\n\nSuperintendent O'Hern, Rochester considers its expenditure for a teacher training,\nwhich for fifteen years has included the sabbatical leave, \"the best investment\nimaginable in teacher training\" .\nThe plan advocated for New York, but not yet adopted, was worked out by a\n\ncommittee of superintendents, principals, and teachers, with the idea that benefit\nwould result to the school system \"by retention in the service of experienced teachers who through rest and change afforded by a long absence from school would be\nless subject to lengthy periods of illness, or early disability retirement.\" The\nopinion of the finance and budget committee is interesting. In the school budget\nreport, August, 1923, adopted by the board of education without debate, Arthur S.\nSomers, Chairman, says : \"Your Committee recognizes the sabbatical year to be\ndesirable.\"\n\nIn a general way the benefits of the sabbatical leave are evident to anyone who\nconsiders the subject.\n\nIn the words of the Minneapolis teachers, \"to fulfill its\n\npurpose the sabbatical year should afford both rest and improvement; it should\nembrace recreational as well as cultural opportunities.\"\nWe enumerate a few of the outstanding benefits :\n1. The general culture value of travel is a special need of teachers, and the\n\nsummer is too short for extended foreign trips in which the main purpose is\nserious study.\n2. It offers an opportunity to get advanced or other degrees under favorable\ncircumstances, and thus equip teachers for their work more speedily.\n\n3. The increased fitness and enthusiasm due to the physical and spiritual benefits of a change will enhance the teacher's service to the community.\n\n4. Last, but not necessarily least, it will build up the school system in two ways :\n(1) by the training of teachers of less experience during the absence of experienced teachers on sabbatical leave ; (2) by adding an incentive to young men and\nwomen contemplating the profession,\n\nII. Extent of the practice-The idea of a sabbatical year is not new. Itwas\nlargely practiced in Europe before the War. In our own country, universities and\ncolleges give sabbatical leave as a matter of course. The practice is on the\nincrease in city public schools. To quote from the National Education Associa-\n\ntion publication, Teachers, Salaries and Salary Trends in 1923 : \"It is becoming\nthe practice in many cities to grant teachers leave of absence for professional\nstudy or educative travel and some are beginning to encourage this by partially\nfinancing the teacher who wishes to use this method for his improvement.\"\nAs might be expected, Massachusetts was a pioneer in this progressive move.\nment. Sabbatical leave was inaugurated in Cambridge in 1896. A generous plan\nwas adopted by Boston in 1906, and the next year Newton followed suit.\n\nSuch typical cities as these have well established systems of subbatical leave :\n\n"}
{"page": 396, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n371\n\nRochester, New York; Pueblo, Colorado ; Newark, New Jersey, and Richmond,\nVirginia.\nOne of the most recent cities to formulate rules is Minneapolis where the\n\nadoption of the sabbatical leave came as the result of activity on the part of the\nMinneapolis federation of teachers.\nAs mentioned in the first division of this report, a plan is under consideration\nfor New York, and a similar plan is being advocated for Chicago by Superintendent McAndrew, a staunch believer in the principle of the sabbatical leave\nfor teachers.\n\nFrom these facts it is clear that the practice has passed the experimental stage,\nand is fast becoming a recognized means of securing for the community the\nbenefits of teacher improvement.\nIII. Nature of the practice-The specific rules under which the sabbatical leave\n\nis operated differ somewhat in different cities but certain features stand out as of\nparamount importance. The committee will confine its report to a brief presentation of these outstanding features.\n\n1. Frequency-The usual plan is to grant leave after seven years' service ( as\n\nin Boston and Rochester) , or after ten years' service (as in Newark and Minneapolis ) , for study and travel ; after twenty years' service, for rest and recreation.\nIn Richmond, a peculiar plan is in existence, whereby every three years a\nsemester's furlough is granted.\n\n2. Amount of compensation-Here we find two favorite plans: Half pay, sometimes with a maximum limit, and full pay minus the pay of a substitute.\nThe former plan operates in Newark, Boston and Richmond, and in Rochester\n(limit $1000) , Pueblo ( limit $900) , and Minneapolis (limit $500 for a semester's\nleave) . The latter plan is being advocated for New York and Chicago.\nIt is customary to reinstate teachers who have been absent on leave in the\npositions which they previously held, and to grant to them any regular salary\nincrement to which they would have been entitled had they taken no leave.\n\n3. Number invited-Some limitation is always put in the rules, usually permitting only a certain percentage of the teachers to be absent on leave at any one\ntime. In Minneapolis the limit is 1 per cent; in Rochester it is specifically 15\npersons.\n\nExperience shows that the number is not excessive. In Newark 13 leaves were\n\ngranted in the initial year and in Boston the annual coverage for a period of\nfive years has been 35.\n4. Basis of choice-In all cases the chief consideration seems to be length of\nservice. Secondary considerations are distribution by schools, and distribution by\nservice. The New York plan takes into account the definiteness and effectiveness of the plans submitted by the teacher asking leave.\n\nTeachers in general favor a practically automatic basis of choice, reducing to\na minimum the possibility of favoritism.\n\n5. Teacher responsibility- This responsibility is usually twofold. In the first\nplace, the teacher is asked to sumbit, if not plans for the leave, at least reports\nduring the leave, including the character scope and progress of the work undertaken. In the second place, teachers are pledged to remain in service, ordinarily\nthree years after the expiration of leave, or pay back pro rata unless incapacitated\nor discharged.\n\n6. Cost-It is encouraging to note that the monetary cost to a school system of\nso desirable an improvement as the sabbatical year is really slight.\nIf compensation is full pay minus a substitute's salary, it costs nothing at all.\nIf compensation is half pay, the expense is small, for the other half of the\nsalary of an experienced teacher will nearly, if not quite, cover the cost of a less\n\nexperienced supply. In Rochester, in 1923, the net cost was $2,327.00, since supply\nteachers were employed at minimum salaries.\n\n"}
{"page": 397, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n372\n\n1\n\nConclusions-In view of this information, your committee feels that a sabbatical\nleave is a possible goal toward which Kansas City teachers should work. Experience of other cities indicates that applications would not be too numerous.\nThese applications would undoubtedly be made by the most ambitious teachers,\nsince some sacrifice is necessary to secure the privilege of a subbatical year even\nwhen partially financed.\nRough estimates indicate that even generous provisions of say one half pay\n(maximum $1200) for one and one half per cent of the teachers in our system,\ncould not possibly cost over $8000 a year, and the annual expense would probably\nbe covered by $5000. Compared to the benefits to our school system and through\nthe school system to our entire community, this seems an economic expenditure of\npublic funds.\n\nWe therefore conclude our report with the following recommendation :\nThat the Coöperative council request the board of education early in the fall to\n\nformulate rules granting sabbatical leave to teachers of the Kansas City system,\nand allow a teacher committee to share in the preparation of details.\n\nREPORT OF THE COMMITTEE ON THE SINGLE\nSALARY SCHEDULE\nΑΝΝΑ Μ . THOMPSON , KANSAS CITY, MISSOURI\n\nThe belief that any year of a child's training in the elementary school is as\n\nimportant to him as any year in the secondary school, and hence requires teachers\nof special training and experience, has led a number of cities to adopt a single\nsalary schedule. By \"single salary schedule\" is meant a schedule which pays the\nsame salary to teachers with equal training and experience regardless of whether\n\nthey teach in elementary, junior or senior high school, and which pays larger\nsalaries to teachers in similar positions who possess larger amounts of academic\nand professional training.\n\nIn reply to the recent Salary Inquiry sent out by the Division of Research of\nthe National Education Association, ninety cities submitted copies of single salary\nschedules, which are in effect at the present time.\nThe Department of Classroom Teachers was anxious to know how these single\nsalary schedules are working out in practice. What are their advantages and\ndisadvantages ? To secure this information direct from the teachers themselves,\nletters were sent to the president of local teachers' organizations in those cities\n\nreporting the use of single salary schedules. The president of these local associations were requested to ask two high school teachers ( one man and one woman ) ,\ntwo elementary teachers ( women) , two elementary principals ( one man and one\nwoman) , and one high school principal to express their opinion as to how the\nsingle salary schedule was working out in practice in their local school systems.\nEach teacher, replying, was asked to keep in mind the particular group of teachers\nor principals which he represented.\nBelow is a list of the questions asked by the Department of Classroom Teachers\n\nand following each question is a summary of the replies :\n1. On the basis of the experience of your city to date with the Single Salary\nSchedule, in your opinion would the majority of the teachers (or principals ) , in\nyour group recommend the adoption of a Single Salary Schedule in other cities ?\n\"Yes\" was the answer to this question in one hundred per cent of the cases\nreplying. Additional comments were as follows :\n\nThe adoption of a single salary schedule is the only fair thing to do.\n\n"}
{"page": 398, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n373\n\nTeachers should be paid on basis of worth, but that plan isn't according to\nhuman nature .\n\nOur single salary schedule has enthusiastic support.\nWe are most heartily in favor of it. Personally, not caring to become other\nthan an elementary teacher, I never planned to stay in the profession if any\nopening in other lines presented itself, until the single salary schedule made it\ntoo attractive to leave .\n\nFrom all I hear, all the teachers in our city are satisfied with our single salary\nschedule.\n\nThe majority of our teachers are in favor of a single salary schedule only\nbecause there are more women teaching than there are men-otherwise the answer\nwould be different.\n\nOur teachers most heartily recommend the adoption of a single salary schedule\nin other cities. We are so pleased with our own.\n\n2. Estimate the percentage of teachers ( or principals) in your group who are\nnow satisfied with the principle of the Single Salary Schedule.\nOf 34 people replying to this question, fifteen estimated that 100 per cent of\nthe teachers or principals in their group were satisfied with the principle of the\nsingle salary schedule ; one person estimated 98 per cent satisfaction; six people\n\nestimated 95 per cent satisfaction; five, 90 per cent; one, 80 per cent ; four, 75\nper cent, and two people estimated that only 66 2/3 per cent of their group were\nsatisfied with the principle of the single salary schedule and these are women.\n3. In case dissatisfaction exists, in your opinion what are the most important\nreasons for it?\n\nAmong the answers given to this question were these :\n\nMany teachers are short of training and this prevents their being benefited by\na single salary schedule.\nThere is dissatisfaction only among those who plan to teach high school, and\namong special class teachers .\nA single salary schedule is all right in principle, but unless it is applied rather\nloosely, persons with larger classes and greater responsibilities will not be given\nan adequate consideration.\nSome object that more work is required of high school teachers in way of preparation and extra-curricular activities.\n\nThe salary schedule instead of representing the minimum amount is in practice\nthe maximum standard.\n\nIf young men are better paid there might be more young men enter the teaching\nprofession.\n\nWhen the single standard is a reality instead of a pretense which it is now, such\na system will work all right, but not until then.\n\nWomen still expect men to take them to shows, dances, banquets, buy them gifts,\npay their way everywhere they go, when those same women under this system are\nmaking as much money as the men who are taking them.\nMarried men usually feel that they should receive a higher salary.\n\nThe most important reasons for dissatisfaction with our single salary schedule\nare: the present low salaries and human selfishness .\n\nThe single salary schedule is possibly unfair to those of long experience but\nlittle training.\nIn some cases it may result in a lowering of high school salaries .\nA teacher with less training who does the same work for the same number of\nhours receives a lower salary.\n\nThe dissatisfaction seems due not to the single salary schedule in theory, but\nto the way it is put into effect in our school system.\nWhen the single salary schedule is adopted it means that all salaries are ad-\n\njusted to the grade school standard or the high school standard. If salaries of\nelementary teachers are raised it means a very large additional expense to the\ncity. If salaries of high school teachers are reduced, satisfactory schools cannot\nbe maintained.\n\n"}
{"page": 399, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n374\n\n4. From your experience, what do you consider the strongest points in favor of\nbe maintained .\n\nsingle salary schedules ?\nAmong the answers to this question were these:\nIt forces better academic preparation. The elementary teachers are more contented and treat high school teachers as fellow sufferers, not as bloated bondholders.\n\nPupils, leaving high school now plan to get an A. B. degree before starting\nto teach.\n\nPutting over the work properly in the kindergarten and the grades requires as\nhigh degree of skill as in the high school, and for equal preparation and equal\nefficiency deserves an equal salary. If there is any difference, a higher skill is\nrequired in the grades than in the high school. ( An elementary principal. )\nContentment of the teaching staff.\nEqual remuneration for equal service results in increased ambition of teachers\n\nwhich results in higher standards of preparation and more efficient teaching.\nThe single salary schedule secures better teachers for the elementary schools.\nIt promotes interest in professional standing and encourages further training.\nIt creates pride in teaching as a profession.\nIt results in growth of teachers in service and esprit de corps among teachers,\n\nThe professional status of elementary teachers is improved.\n\nTeachers with college education may continue working in the grades where\nwork is more interesting to them. Teachers who are especially adapted to work in\nprimary and intermediate grades remain in the elementary school, because there\nis no difference in salary. This prevents dissatisfaction and there are fewer\nmisfits in high school. Many teachers formerly went into high school because of\nthe higher salaries who would have done better work with younger children.\nIt enables a teacher to qualify and stay in the work that is most to her liking.\nWith the single salary schedule the teacher in the grades does not need to leave\nthe work she prefers in order to receive a salary equal to that of the teacher in\nhigh school.\n\nThe single salary schedule offers a better chance for broadening and specializing\nin lines of work in which a teacher is especially interested.\nIt is an incentive for grade teachers to finish college and prepare as much as\nhigh school teachers. It will tend to keep a teacher in a school system where\nadvancement is possible through preparation and experience.\nThe single salary schedule tends toward friendly coöperation of teachers.\n\nThe only point in favor of it is that the cost of becoming educated is the same\nfor women as for men, and requires just as much time, so that if training is the\n\nonly thing considered, women should get the same salary as men. Marriage\nshould also be taken into consideration.\n\nThe single salary schedule lessens dissatisfaction. It puts men and women with\nthe same training, experience, and ability on the same basis.\nIt creates a better feeling among women. A large number of women are carry-\n\ning family responsibilities. The single salary schedule inspires better effort on\nthe part of women.\nThe single salary schedule prevents factional quarreling .\nThe work is about equally absorbing in all grades. The standard of living is\n\nthe same for teachers of all grades. Recreating, summer school, etc., are necessary\nfor all.\n\nThere is a close relationship between salary and standards of health,\n\npoise, proper attitude of mind, etc. These are important in all teaching.\nThe single salary schedule draws to the school system the best teachers in all\ndepartments .\n\nIt holds superior teachers in elementary schools .\n\nIt is a great incentive to\n\nteachers to raise their qualification. Our single salary schedule is based on educational qualification and experience, not rating. The teachers are continually\nstudying in order to raise their standard, hence we will soon have a very superior\nclass of teachers in all departments of the school.\nI have talked with teachers ; high school and elementary principals, high school\n\nand elementary, men and women; and I have not found any dissatisfied with the\n\n"}
{"page": 400, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\nsingle salary schedule. In fact, all are pleased with it.\n\n375\n\nWe endorse it most\n\nheartily.\nThe above statements are based on replies received from elementary and sec-\n\nondary school teachers and principals from the following cities : Colorado Springs,\nColorado; Denver, Colorado ; Des Moines, Iowa ; Detroit, Michigan ; Hammond,\nIndiana ; Harrisburg, Pennsylvania ; Peru, Indiana, and San Antonio, Texas.\n\nREPORT OF THE COMMITTEE ON TEACHER RATING\nΑΝΝΑ Μ . THOMPSON, KANSAS CITY, MISSOURI\n\nThe personnel rating plans of \"Big Business\" whereby each worker is considered\nas an individual, and the service which he renders his employer as compared with\n\nthat rendered by other employees, and rewarded according to its rank, have\naroused new interest in the problem of teacher rating.\nThe fact that a pupil's work is today measured more scientifically than ever\n\nbefore also suggests the feasibility of analyzing the teaching job and measuring\nan individual teacher's contribution to the life of the school in which she teaches.\nThe fact that many educators now see that the problem consists in rating teach-\n\ning, rather than the teacher, also adds new interest to the subject of rating. The\nvery fact that teacher rating is practised so extensively is sufficient reason for\nclassroom teachers' study of the problem.\n\nTeachers know that judgments are\n\nbeing given as to the effectiveness of their work, and that in many instances these\nare snap judgments rather than carefully thought out ratings, according to a plan\nagreed upon by both the supervisory and teaching staff. In other words, since rating is being done, it ought to be done as scientifically as possible. Recent surveys\non the subject of teacher rating shows it is in operation now in approximately 75\nper cent of the cities of the United States over 25,000 in population.\nUnjust rating cannot help but lead to poor morale among the teaching corps ;\nand the result of poor morale is poor instruction for boys and girls. An honest\nanalysis of teacher rating-the purpose of it-the points to be rated-the character of the marks to be given and the proper administration of a rating system\nare all topics which lead the teacher to measure her job and herself. The teacher\nwho is honest with herself recognizes her weaknesses as well as her strong points ;\n\nand self-improvement in order to render larger service is her chief reason for\nrating herself.\n\nA satisfactory rating scale is usually the result of the coöperative work and\nmutual agreement of the administrative, supervisory, and classroom staff. For\nthis reason, one of the fundamental principles of any system of teacher rating\nshould be this, namely: A teacher rating system should be developed through\nthe coöperative effort of those who do the rating and those who are rated.\n\nSince one of the chief justifications for any rating system is the improvement of\ninstruction, a second fundamental principle is this: A rating plan must have as\nits main purpose the guiding of teachers into better service. The carrying out\nof this principle requires that the results of an individual teacher's ratings, when\ncompleted, should be automatically transmitted to the teacher in written form for\nher information and guidance.\n\n\"Secret\" ratings defeat the purpose of improving instruction, for when a teacher\nis not informed of those points which her supervisor or principal considers weak,\nshe can hardly be expected to correct them. Furthermore, where there is secrecy\nthere is always apt to be more or less suspicion. For complete understanding\nbetween the one who rates and the person rated, the results of ratings, when com-\n\npleted, should not only be automatically given to the teacher, but the teacher should\nalso be fully informed, in advance, upon beginning service in any school system,\n\n"}
{"page": 401, "printed_page": null, "text": "376\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhat points will be considered in estimating the value of her work. In other\nwords, she should understand the plan and the method by which she is to be rated.\n\nThis means that rating schemes should be as objective as possible, and be accompanied by definite directions as to their use.\nThe New York City plan of teacher rating requires that every school principal\nsend a carbon copy of his rating report of each individual teacher to the teacher\nconcerned. Unfortunately this practise is not followed in many cities. A review\n\nof returned questionnaires of Dr. LeRoy King, of the University of Pennsylvania,\nwho made a survey of the status of teacher rating in the larger cities of the United\nStates a year ago, showed that in only twenty-one out of seventy cities are teachers\ngiven a copy of their ratings. In forty-one of these cities teachers have access\nto their ratings upon request. However, many teachers are too sensitive and lack\nthe courage to go to a prnicipal or superintendent and demand to see a copy of\n\ntheir ratings. This is especially true when she has a suspicion that her rating\nis low. And the very fact that it is low is all the more reason that she should have\nit, so that she may strengthen the weak points in her teaching.\n\nIn addition to New York City, the following cities reported to Dr. King that\nteachers are given copies of their ratings : Altoona, Pennsylvania; Beaumont,\nTexas ; Denver, Colorado ; East Chicago, Illinois ; Mansfield, Ohio ; Milwaukee,\nWisconsin ; Moline, Illinois ; Muskogee, Oklahoma ; Paterson, New Jersey; Racine,\nWisconsin ; Richmond, Indiana ; St. Joseph, Missouri ; and Winston- Salem, North\nCarolina.\n\nA review of 103 rating plans in current use shows that the three, four, and five\npoint scales are the ones most frequently used in rating teachers . Teachers are\n\nmost often rated as 1, 2, 3, or 4 or excellent, good, medium, or poor. Weighted\nscales are also being developed and used. According to this plan, each factor on\nwhich the teacher is rated such as : Instructional skill, initiative, discipline, scholarship, etc., is given a varying number of points the total for a perfect score is\nusually one hundred points.\n\nUntil the teaching job is more clearly analyzed and more scientific data are\navailable as to the relative importance of such factors as instructional skill and\n\nleadership it is difficult to construct a \"weighted\" scale of real merit.\nHowever, I would not infer that lack of standardization of present rating\nsystems of different types is a sufficient argument for not using them. We have\nto select from what rating systems we have, and by further use and study seek\nto improve them.\nBoth mental and achievement tests have tended to bring about a fairer estimate\n\nof a teacher's work. Teachers are no longer automatically blamed for a pupil's\nfailure. School administrators now realize that pupils of high intelligence will\noften succeed in meeting the minimum requirements of a course of study with a\n\npoor teacher, while a group of pupils considerably below average in intelligence\ncannot meet the maximum requirements of a standard course of study even with a\n\nhighly qualified teacher.\nRecognition of the vast divergence of ability between pupils, while it shows\nthe complexity of a teacher's job and the difficulty of rating accomplishment,\nshould lead to a fairer viewpoint relative to teacher rating. School administrators\n\nare coming to recognize the importance of the work of the classroom teacher more\nand more. It would appear that most school administrators are more eager than\never before to have a scientific basis, rather than opinion unbiased by facts, on\nwhich to rate their teachers . As classroom teachers we should welcome all opportunities to coöperate with school administrators in the further study of this\nvexing problem of teacher rating. Destructive criticism of present rating schemes\nwill not solve the problem. Coöperative constructive effort alone will do it.\nAmong the questions relative to teacher rating which we might well discuss\nin local groups during the coming year are these :\nWhat should a teacher rating scheme measure ?\n\n"}
{"page": 402, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n377\n\nWhat are the points on which a teacher can be rated so that the rating is fair\n\nto her, to her administrative officer, and to the children and general public to\nwhom she is responsible ?\n\nShould a teacher's final rating be made by only one person ? And if so by\nwhom and why ?\nWhat procedure should be followed in the development and carrying out of a\n\nteacher rating plan, in order that it will work as well in practice as in theory?\nOpenmindedness on the part of all concerned, i. e. teacher and supervisory and\nadministrative officers, scientific research and study, and a fair trial throughout\na period of years are means by which successful teacher rating scales and methods\nof carrying them out can be developed.\n\nREDUCTION OF CLERICAL WORK\nJULIA E. SULLIVAN, BOSTON , MASSACHUSETTS\n\nThe Washington meeting of the Department voted that the Department continue\nto urge the reduction of clerical work on the part of the classroom teacher ; that\nsimplified forms for records and reports be used. The instructions to the committee were to bring in reports of such places as have made notable progress in\nreduction of clerical work on the part of the teacher.\nYour committee has received sample forms of record sheets and reports from\nabout 75 cities throughout, some of which have been so voluminous that one cannot wonder, at a wave of protest from those teachers being obliged to continue\nthe use of them. We have so far been unable to find any place where notable\nprogress has been made along the line of simplified records although some superintendents report that they are working along these same lines.\n\nThe ultimate solution of much of this difficulty would be the appointment of\nclerical assistants in every school or district, assistants who would relieve the\nclassroom teacher of the burden of the unnecessary clerical work.\nThe Research Division of the National Education Association in compiling its\nSalary Report statistics found that many cities are employing clerical assistants .\n(National Education Association Report. )\nClerks in principals' offices :\n\n51 cities of population over 100,000 employ 2947 clerks with a median salary\nof $1372.\n\n137 cities-population 30,000 to 100,000 employ 799 clerks-median $ 973 .\n167 cities-population 10,000 to 30,000 employ 312 clerks $966 median salary.\n\n87 cities-population 5000 to 10,000 employ 106 clerks at salary median of $767.\n74 cities-population 2500 to 5000 employ 83 clerks-median salary of $886 .\nTotal from the 516 cities-employ 4247 clerks-median salary $ 1216.\nThese totals show the number of clerks employed and hence indicate to some\nextent the relief given teachers as well as principals.\nYour committee requests the Department that time for further investigation be\nallowed to the Executive Committee in order that classroom teachers from the\n\nvarious cities may be asked to keep a strict account of the amount of time consumed in keeping the records in their respective schools. It is felt that in this way\nonly may a definite solution of our problem be reached .\n\n"}
{"page": 403, "printed_page": null, "text": "378\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF THE COMMITTEE ON WOMEN AS ADMINISTRATIVES IN THE EDUCATIONAL FIELD\nJULIA E. SULLIVAN , BOSTON, MASSACHUSETTS\n\nAt one of the Boston conferences the National Education Association\n\nwas asked to endorse the policy of the Advancement of Women to Administrative Positions in our Schools. At Washington a committee consisting of Miss Julia Sullivan as chairman and Miss Eula Hunter was appointed to investigate this question and to report upon it at the Indianapolis\nmeeting.\n\nIn studying this question of our own we must not lose sight of the\nwomen in all walks and professions and we find that during the World\nWar, in replacing the labor of men by that of women, many adverse conditions were met and endured, and women achieved a deserved recognition\nas potent factors in the industrial world.\n\nSeveral bulletins on occupational statistics have been recently issued by\nthe Federal Census Bureau showing figures having a direct bearing on\nproblems of women in industry.\n\nContrary to general impression, women seem not to have gone into\nabsolutely new occupations to any great extent. They had however enlarged their field of work by entering in greater numbers occupations in\nwhich they formerly had scant representation.\nHealthy increases occurred among women engaged in proprietary, official, and supervisory pursuits in nearly every field of employment which\naugurs well for the cause of all.\nWomen in Administrative Positions in the Educational Field, as Compiled\nFrom the Educational Directory : 1925, Published by the U. S.\nBureau of Education, Washington, D. C.\nStudy of the educational field reveals the following facts:\n1. State Superintendents and Deputy or Assistant Superintendents of Public Instruction in\nState Departments of Education:\nArkansas :\n\n1 Deputy Superintendent\nCalifornia:\n\n1 Ass't Superintendent in Charge of Americanization\n\n1 Commissioner of Elementary Schools\nColorado:\n\n1 State Superintendent\n\n1Deputy State Superintendent\nIdaho:\n\n1 State Superintendent\n\n1Ass't State Superintendent\nIowa:\n\n1 State Superintendent\n1Deputy State Superintendent\nMontana:\n1 State Superintendent\n\n1Deputy State Superintendent\nNew Mexico :\n\n1 State Superintendent\nNorth Dakota:\n1 State Superintendent\n\n"}
{"page": 404, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n379\n\nPorto Rico :\n\n1 Ass't Commissioner of Education\nWashington :\n\n1 State Superintendent\n1 Ass't State Superintendent\nWyoming :\n\n1 State Superintendent\n1 Deputy State Superintendent\nTOTAL :\n8 State Superintendents\n\n9 Deputy or Ass't State Superintendents\n1 Commissioner of Elementary Schools\n18 GRAND TOTAL\n\n2. County Superintendents :\nAlabama:\n\n1\n\nMontana:\n\n46\n\nArizona:\n\n12\n\nNebraska:\n\n62\n\nArkansas:\n\n6\n\nCalifornia :\n\n24\n\nNew Hampshire :\n\nColorado:\n\n54\n\nNew Mexico :\n\n14\n\nNevada:\n\n1\n\n3\n\nConnecticut :\n\n2\n\nNew York :\n\n47\n\nFlorida:\n\n2\n\nIdaho:\n\n37\n\nNorth Carolina :\nNorth Dakota:\n\n33\n\nOklahoma :\n\n29\n\nOregon:\nRhode Island:\n\n18\n\nGeorgia:\n\n3\n\nIllinois:\n\n15\n\nIndiana:\n\n1\n\n3\n\n2\n\nIowa:\n\n56\n\nSouth Carolina :\n\n1\n\nKansas :\n\n72\n\nSouth Dakota :\n\n52\n\nKentucky :\n\n25\n\nTennessee :\n\nMaine:\n\n14\n\nTexas:\n\n36\n\nMassachusetts :\nMichigan:\nMinnesota :\n\nVermont :\n\n25\n\n21\n\n1\n\n38\n6\n\nMississippi :\nMissouri :\n\nVirginia:\nWashington :\nWest Virginia :\nWisconsin :\n\n27\n\nTOTAL :\n\n3. City Superintendents :\nArkansas:\n\n7\n\n2\n21\n9\n28\n\n856\n\n2\n\nMaine:\n\n2\n\nCalifornia :\n\n4\n\nNew Jersey :\n\n1\n\nConnecticut:\n\n3\n\nNew Mexico :\n\n2\n\nFlorida:\n\n2\n\nNew York:\n\n1\n\nGeorgia:\n\n1\n\nPennsylvania :\n\n7\n\nIdaho:\n\n1\n\nRhode Island :\n\n1\n\nIllinois:\n\n4\n\nTennessee :\n\n1\n\nIndiana:\n\n1\n\nTexas:\n\n1\n\nIowa:\n\n2\n\nVermont:\n\n2\n\nKentucky:\n\n1\n\nWisconsin;\n\n1\n\nTOTAL : 40\n\n4. Public School Business Managers in Cities of 30,000 Population or Over :\nEvanston, Illinois (district No. 76) ..\nMuskegon, Michigan\nAuburn, New York ....\nBeaumont, Texas\nOgden, Utah\n\n1\n\nPortsmouth, Virginia\n\n1\n\nTOTAL\n\n1\n\n1\n1\n1\n\n6\n\n"}
{"page": 405, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n380\n\n5. Presidents of Universities and Colleges:\nCalifornia:\n\n1\n\nNew York :\n\n1\n\nGeorgia:\n\n1\n\nOhio:\n\n2\n\nMassachusetts :\n\n2\n\nVirginia:\n\n1\n\nNew Jersey :\n\n1\n\nWisconsin:\n\n1\n\nTOTAL : 10\nTOTAL . 9\n\n6. Presidents of Junior Colleges :\n7. Heads of Departments of Education in Colleges and Universities :\nAlabama:\n\n2\n\nMissouri:\n\n5\n\nArkansas:\n\n1\n\nNebraska:\n\n1\n\nCalifornia :\n\n1\n\nNew York :\n\n1\n\nGeorgia:\n\n1 (colored)\n\nNorth Carolina :\n\n4\n\n2\n\nNorth Dakota :\n\n1\n\nIdaho:\n\n1\n\nOhio:\n\n1\n\nIllinois:\n\n3\n\nOregon:\n\n1\n\nIndiana:\n\n1\n\nPennsylvania :\n\n1\n\nIowa:\n\n1\n\nSouth Carolina :\n\n3\n\nKansas:\n\n2\n\nTennessee :\n\n1\n\nKentucky :\nLouisiana :\n\n1\n\nTexas:\n\n6\n\n1\n\nUtah:\n\n1\n\nMaryland:\n\n2\n\nWest Virginia\n\n2\n\nMassachusetts :\n\n2\n\nMississippi :\n\n5\n\n(\n1 is\n\ncolored)\nWisconsin:\n\n1\n\nTOTAL : 55\n8. Deans or Heads of Departments of Home Economics:\n(In Colleges and Universities )\n\nTOTAL : 110\n\n9. Deans or Advisers of Women:\n\nTOTAL : 294\n\n(In Colleges and Universities)\n10. Directors of Extension:\n11. Presidents or Deans of Schools of Law:\n12. Presidents or Deans of Schools of Medicine\n\nTOTAL :\n\n4\n\nTOTAL :\nTOTAL :\n\n1\n1 (Penn. )\n\n13. Principals of State Public Normal Schools :\n\nTOTAL :\n\n3\n\n14. Principals of City Public Normal Schools :\n15. Directors of County Normal Schools :\n16. Directors of Kindergarten Training in Colleges,\nSchools, and in Kindergarten Training Schools :\n17. Executive Officers of State Library Commissions :\n18. Directors of Library Schools :\n\nTOTAL :\n\n15\n\nTOTAL :\n\n71\n\nNormal\nTOTAL : 144\nTOTAL :\n\n26\n\nTOTAL :\n\n7\n\nPROGRESS REPORT OF THE COMMITTEE ON RETARDATION COSTS DUE TO OVERCROWDED CLASSES\nEULA HUNTER, FORT WORTH, TEXAS\n\nThe recommendation that this Department study the matter of the cost of retardation as caused by large classes in the primary grades was adopted at the\n\nmeeting in Washington last summer and assigned by the executive committee to\nthe western section .\n\nThere appear to be two main heads under which this question must be studied :\n\n(1) To what extent is overcrowding the cause of retardation ?\n(2) How much would it cost to make the classes appreciably smaller ?\nUnder the first head a number of questions present themselves.\n\n( 1) Given two teachers of equal skill, two classes of similar capacity, class\nrooms equally equipped, and working conditions equally favorable ; give one\n\n"}
{"page": 406, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n381\n\nteacher thirty pupils and the other forty-five. In which class will the greater\nnumber of children remain to repeat the term's work ?\n(2) Does the smaller class enable the teacher to discover early in the term the\n\nweak point or the strong points of each individual pupil and in the succeeding\nweeks to remedy weaknesses or develop special abilities ?\n\n(3) Is the teacher of a small class able to maintain a higher standard for her\nclass so that all who enter the next higher grade go well prepared ?\n(4) How many primary children fail to accomplish the term's work because of\ninability to adapt themselves to school environment and how much would these\n\nchildren be helped by receiving more individual attention than is possible with\nthe larger group ?\n\n(5) If the teacher had opportunity to direct the advance study of superior\nchildren could the number of special promotions be increased ?\nUnder the second head still other questions are raised:\n\n(1) How much does it cost to have a child repeat a term's work ?\n(2) What would be the cost of providing enough classrooms and teachers to\neliminate such amount of retardation as can be charged to overcrowding ?\n(3) If the cost is seen to be about equal, would there be still further financial\n\nbenefit in eliminating the habit of failure which many children acquire under\nour present system ?\n\n(4) Would this benefit extend to society after the child is out of school ?\n\nThese questions and many others arise in the minds of earnest, thinking teachers.\nAs a matter of OPINION the teacher says that small classes permit of more\nefficient teaching. Her experience seems to show this. In a group of teachers\n\nsuch as this, it is not necessary to emphasize the importance of spiritual values\nin education. That this part of a teacher's work suffers in a very large class is\n\ncertain. For the purposes of this study, however, we must think of teaching as\ninstruction, merely.\n\nThe Division of Research of the National Education Association, coöperating\nwith the committee, has summarized for us the findings of some of the studies made\nby educational investigators.\n(1) The Bureau of Educational Research of the University of Illinois issued\nin 1922 a bulletin on Relation of Size of Class to School Efficiency. The study was\n\nprepared, in part, from a report by P. R. Stevenson. The achievements of pupils\nwhile members of a small class were compared with their achievements while\nmembers of a large class, the time covered by the experiment being two consecutive terms . The achievements of the children were seen to be approximately\nequal. However, we note that the small classes range in size from 33 to 45 and\nthe large classes from 42 to 52. If the experiment had been made with small\nclasses of a size not exceeding 30 while the class of a size at present usual, i. e.,\n45 to 50, were taken as a large class, the comparison would apply with a greater\nforce to our problem.\nTaking 45 as a critical size, Prof. Stevenson found the loss in efficiency greater\nin second grade than in fifth, or seventh, as class size increased beyond that\n\npoint. We must keep in mind that Efficiency as thus measured is considered with\nrespect only to the progress of pupils through school, as compared with the investment made by the community for their education. No account can be taken\nof that part of a child's education which comes from acquaintance with his\nteacher, and from her sympathetic understanding of his peculiarities .\n(2) I omit the findings of the North Central Association of Colleges and Secondary Schools, since our study applies especially to primary grades .\n(3) In a study of Fifth Grade reading made at the Worcester State Normal\nSchool, the gain in reading skill made in a half year by a class of twelve pupils\nwas 22% greater than the gain made by a class of 26 pupils of equivalent initial\nintelligence. Again it is significant that the class considered large enough to test\nthe difference in achievement was smaller than the small classes studied by Mr.\nStevenson.\n\n"}
{"page": 407, "printed_page": null, "text": "382\n\nNATIONAL EDUCATION ASSOCIATION\n\n(4) Frederick S. Breed and Grace D. McCarthy of the University of Michigan\n\nsummarized the results of certain studies on this subject. They report the conclusions of O. P. Cornman, that medium sized classes make somewhat the best\nshowing, and that large classes make a poorer showing in primary than in\ngrammar grades. Medium sized classes range from 40 to 49 and large classes\nare those of 50 or more.\n\nR. A. Boyer finds that in primary grades, classes ranging from 40 to 44 are\nbest. Based on enrolment, promotion records from 32 cities for 1,348 classes C. L.\nHarlan's conclusion is that \"Efficiency is to be increased through improved methods\n\nof instruction and more efficient supervision of large classes, rather than through\nreduction in the size of classes,\" remarking, however, \"Promotion rates cannot be\ntaken as true measures of a school's success .\"\n\nThe Courtis Arithmetic tests were\n\nused by Harlan. The Southeastern Michigan Superintendents' Round Table decided to conduct a study using the experimental rather than the statistical method.\nGrades 3, 4, 5, 6, and 7 were included in this study. Spelling was chosen as the\ntesting subject as being the most measurable subject. The test was made with\n82 classes in pairs, one large, one small. In all grades except seventh, improve-\n\nment was greater for large classes than for small. Differences in ability of the\ncompared classes were not considered.\n\nAnother analysis of results in which\n\ngroups of similar ability were compared showed that the larger classes, averaging about 45 surpassed the smaller averaging 26.7. These investigations would\nappear to show that classes from 40 to 45 are more efficient than those much\nsmaller or much larger.\nJohn C. Almack of Stanford University gathered the judgment of 1088 ex-\n\nperienced teachers and superintendents. The judgment on the size of class from\nwhich average results may be expected approximated 36.\nThree factors were considered in measuring efficiency ; instruction, discipline ,\n\nand demand upon the energy of the teacher; apparently the larger the class, the\nlower the efficiency of teaching. It is evident that this method lacks exactness, but\nit is significant that the greater the experience of teachers and the better their\ntraining, the stronger is their belief that they can get better results with small\nclasses. It is pointed out that there is reason in this conviction of teachers, in\nthat their judgments fit the facts unaccounted for in the other methods of investigation. Critic teachers in normal schools quite generally say emphatically that\nsmall classes are better than large. Teachers in training schools are not being\ntrained in the technique of instructing large classes.\n\nA questionnaire sent out by the Bureau of Educational Research of the University of Illinois, and answered by 270 superintendents in cities having a population of 25,000 or more, shows that 95 superintendents consider 30 to 34 the best\nclass size in Grades 1 to 3, 95 favor that size for grades 4 to 6, while 105 favor\nit for grades 7 to 9. For grades 10 to 12, 95 superintendents consider 25 to 29 the\nbest, and an equal number favor classes of 20 to 24.\n\nSince classes larger than 35 are looked upon with disfavor by superintendents\nand teachers, let us all study this question and if we still feel convinced that\n\nsmall classes are better, let us be able to give sound reasons for our opinion. It\nis we teachers who must convince the tax paying public that overcrowding classrooms is short-sighted retrenchment, and not genuine economy. It is the opinion\nof many educators that where children are grouped according to ability, large\nclasses can be instructed with efficiency. Such ability grouping is difficult, if not\nimpossible, in a school system which provides in a building only one teacher for\n\neach of the eight grades. In such a situation, where classes must be heterogeneous,\neven one or two additional teachers could noticeably decrease the number of pupils\nper teacher, or could give to children who most need it the individual instruction\nwhich, otherwise, they must fail to receive.\nAn attempt has been made to ascertain the current practice in regard to class\n\nsize, but the information yet gathered is insuficient for a report.\nWithin the next few months a questionnaire will reach you. You are urged to\ngive it careful consideration and to answer it with all possible accuracy and\npromptness .\n\n"}
{"page": 408, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n383\n\nINTERPRETING THE SCHOOLS TO THE PUBLIC—\nWHAT TO INTERPRET\nFREDERICK L. WHITNEY, DIRECTOR, DIVISION OF EDUCATIONAL RESEARCH\nCOLORADO STATE TEACHERS COLLEGE, GREELEY, COLORADO\n\nThe widening responsibility imposed upon our public schools by new\nand more complex conditions of modern living has been pointed out by\nDewey and others. The school is taking over many functions and duties\nwhich the home used to take care of.\n\nOur curriculum has widened and\n\ndeepened from the time of the three R's to the present complex enrichment\nwhich touches many phases of present living.\nThe colonial school and that of the early nineteenth century was comparatively easy to \"sell\" to the public. The authority of the printed word\nwas dominant, for our colonial fathers inherited directly the reading objectives of the Reformation. The schools were reading schools with an\noccasional arithmetic or writing master located across the way and giving\ninstruction for added compensation. The colonial public was satisfied with\nthe occasional spelling bee and the annual school exhibition at the close of\nthe year. Nothing was expected but facility in oral reading, spelling, and\nfiguring, and this on the part only of the exhibition class or of a selected\nchampion.\nThat this was true up to 1845 is well shown in Caldwell and Courtis's\nreprint and interpretation of the first recorded school survey in Boston,\nThen and Now in Education .\n\nBut about 1825 the enrichment of the\n\ncurriculum began, the subject of geography coming first, and now our\npublic desires reports frequently on the success with which the schools make\ncontact with social life.\n\nIn what terms shall we interpret the public schools to our constituents ?\nThere are five facets of society which summate the greater portion of our\nliving-practical efficiency, citizenship, health, recreation and religion. At\nwhat points does the public school touch these and with what effect in\nmaking life happy and worth while for the greatest number of our people ?\nI. Our constituents want to know, and should know, to what extent, if\nat all, the schools give to our younger citizens a feeling of need for information, skills, and appreciation about the practical business of life. And,\nmore important still, to what extent the schools succeed in developing this\ntripartite need.\n\nFirst of all, there is a common heritage here which must be transferred\nto all as they need it. Then, in later school life, on higher levels of activity\nspecial fields of ability must be taken care of.\nReporting to the public the activity and efficiency of the schools in giving\nto the members of our democracy a control of the tools and \"sets\" of the\nlife they must live and the skills of some vocation is perhaps our first\n\nresponsibility. At least it is called for most insistently by our constituents.\nII. But to our leaders and in particular to the small percentage of our\ncitizens who exercise the franchise, those activities of social life coming\n\n"}
{"page": 409, "printed_page": null, "text": "384\n\nNATIONAL EDUCATION ASSOCIATION\n\nunder the term \"citizenship,\" seem important; and there is a desire to know\nin what manner and with what success the public schools help our younger\ncitizens to learn to coöperate in the regulation of the society of which they\nare a part and to participate in the civic and other group enterprises of the\ncommunity, district, state, nation, and world.\nHow are we increasing the intelligence of every citizen in the realm of\nideals and objectives here ? What knowledge are we imparting of the\nmeans of group control ? What opportunities are we furnishing for the\ndevelopment of proper attitudes and good habits here ? How are we succeeding in any attempt we may be making to raise the general levels of\nappreciation of proper regulative machinery as necessary to general well\nbeing and satisfaction\n\nSuch questions as these we are bound to answer although they be not\npresented as specific categories. Our public must know the details of our\ntechnic and results here even though they do not ask. The prestige of the\npublic schools will be increased by frank but modest interpretation of its\nprogram in this realm, and opportunities for further good work will be\nopened by a general knowledge of what has been done.\nIt will be recognized that these two phases of social life, although they\nhave been discussed in separate paragraphs, are intermingled and interdependent, and this is true of course of all of the five segments of living\nunder discussion. There are no air-tight compartments here.\n\nIII. The schools must guide and instruct in matters of health, and the\npublic should receive frequent report of our success there. This is one of\nthe most important fields of purposeful activity. Maintenance of life on a\nhigh level of bodily health is at the basis of enduring satisfaction in business, social life, recreation, and even in religion. Food, clothing, shelter,\nand bodily care are important factors in all life activities.\nAt what point does the curriculum of the public schools touch these\nmatters ? To what extent are we teaching food needs so that children\nand adults may meet them intelligently and effectively ? How are we\neffecting a correlation of attitude and intelligence in what our children\nand their parents wear ? What contribution are we making to improvements in housing conditions ? Are we passing on the essential information\nabout these important items of social life and at the same time helping to\nequip each person to act effectively here by giving him practice in important\nitems of right living in the light of accepted health objectives?\nIV. But the schools have responsibility in the matter of recreational\nactivities also, and the increasing proportion of time left free in the life of\nall people because of modern tools and efficient organization of industry and\nand business makes it imperative that frequent report be made to our con-\n\nstituency of the part the schools are taking in changing attitudes and\npractices here.\n\nDo we teach leisure activities so that they carry over into adult life and\nbecome permanent play habits, reading habits, avocational habits ? Is the\nperiod of bodily activity in recreation lengthened in the individual life as\n\n"}
{"page": 410, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n385\n\na result of our teaching ? Are standards of satisfaction raised for all play\nand avocational activities through public school experience ? Is original\nnature refined and socialized in the adult as a result of child play? Is the\nvariety of leisure time activity increased through our instruction to include\nnot only those of sense and those involving mere social contacts, but also\nart activities, the making of useful and beautiful articles, and as well those\nin the mental realm, such as drama, reading, as produced and as observed,\nthe satisfaction of intellectual curiosity, simple investigation of the more\nimportant realms of truth, and the like ?\nIf the schools can answer questions such as these affirmatively and fully\nit will become more apparent to the public at large that they are really an\neffective factor in making life happy, worth while, and successful.\nV. The public schools are restrained from participating in life activities\nwhich have to do with sectarian belief, but if one may include under the\nterm religion not only worship but morality it is clear that they may affect\nmaterially these two facets of social life. The public is entitled to know\nwhat relation the schools have to these important matters. Are they god-\n\nless or immoral ? Or do they teach reverence and the golden rule ?\nThere is found much in both educational and in lay literature now about\ncharacter education and instruction in religion. The activities of the\nCharacter Education Institution and the report of statewide religious surveys are notable examples. What part are the schools taking in these movements ? Are teacher committees studying curricula for character development? Is the administration investigating or trying out one of the plans\nproposed for religious instruction in school time ?\nBut outside of these are more apparent, organized projects. The public\n\nschool has always made constant report to its patrons in terms of the place\nits faculty is taking in the life of the community.\n\nWith what elements in\n\nthe social life of the district do teachers ally themselves ? What segments\nof the total of group activities are they found in? Are they an important\npart of organizations having worthy objectives ? Are they members of\ncompromise groups ? Do they take an active part in activities of distinctly\nnegative value ? The character building function of the schools will be\ninterpreted perhaps most clearly in terms of answers to such questions.\nAfter all, to paraphrase an old adage, the public may not be able to hear\nwell what we say in our reports here because what we do speaks so loudly.\nVI. Thus far I have said that the schools are obligated to make frequent\n\nreport to the public in terms of whatever contribution they are making to\nhappiness and efficiency in the important phases of social life; namely,\nbusiness, civic beauties, personal and community health, leisure time activities, and morality and worship.\n\nBut most important of all, perhaps, is our success in interpreting to the\npublic the new objectives of education as we are beginning to understand\nthem.\n\nA. Formerly the terms knowledge and education were synonymous. The\nman who knew was the educated man. The content of information pos\n\n"}
{"page": 411, "printed_page": null, "text": "386\n\nNATIONAL EDUCATION ASSOCIATION\n\nsessed was not very important. To be a specialist in any field of fact, that\nwas to be educated. Many of our constituents still have this viewpoint,\nand are ready to evaluate the public schools in these terms. But many\nmodern educators are now defining education as doing, not as knowing.\nThe effective use of knowledge possessed is the criterion.\nOne of the most important duties of controlling bodies and administrative officers is to interpret the activities of the school to its patrons in the\n\nterms of this practical objective. We must report not how many obsolete words from the Webster \"Bluebook\" our pupils can spell orally, but\nwhat mastery they have of the 100 spelling demons or the 2,000 word list\nwhen seated with pen in hand to write a letter or other composition.\nWe must evaluate our home economics curriculum in terms of its con-\n\ntribution to happy home life in our district, command of the vernacular on\nthe printed page in terms of life reading habits and appreciations developed,\nknowledge of the rules of the game in sport in terms of attitudes and\ncoöperation and concrete instances of good team work among children and\nadults in the community.\n\nB. Formerly education was thought of as preparation. Not the present\nact, but the remote purpose was important. Each stage of advancement in\nchild life was in order to function effectively on the next level, and the\nfinal goal was to act in the rôle of adult. Many of our patrons still judge\nthe curriculum of the schools on the basis of its provision for these more or\nless distant values. They decry interest as too soft, and they mean that in\n\ntheir opinion the schools should give each pupil something very difficult to\ndo each day, something chosen on the basis of adult opinion and according\nto adult standards.\n\nBut the modern school must interpret education as life and as growth to\n\nits constituents as a continuous process of desirable changes in human nature.\nIs each school activity of each school day made worth while to the pupils\nthemselves ? Is conscious purposing present in every school exercise, purposing from the viewpoint and on the level of understanding of the child\nhimself? Is each unit of the course of study representative of worth while\nspecial activities and organized so as to be of value to childhood now ?\nAre children little citizens living happily now in their school community\n\nand gaining appreciations, attitudes, and habits of social coöperation\nvaluable at every stage of development through childhood and youth to\nadulthood?\n\nC. Of old, we interpreted education as abstracted from all extraneous\nfactors, as of the cloister.\n\nThe Chinese examination cell situation is illus-\n\ntrative of this. The student isolated from all social contact manipulates his\ntheories and philosophies, but no tangible social outcome results.\nBut one effective way to sell the schools to the public is to help patrons\nto understand that the type of education the modern school must furnish\nour citizens takes place in a social situation and cannot be effective or worth\nwhile otherwise. Do our building plans show this, when a bond issue is\npending, by providing homelike class and conference rooms and situations\n\n"}
{"page": 412, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n387\n\nfor the development of civic attitudes and skills ? Can we report more than\none-half of each pupil's school day as given over to participation in study of\nthe social sciences and in worth while group activities, using but the smaller\nportion for an individual mastery of the minimum essentials of the tools\nof knowledge ? Are our extra-curricular activities losing their \"extra\"\ncharacter and becoming gradually shifted to the required program of the\nschool day ? Affirmative answers to such questions as these will prove to\nour public that the type of education provided will help children more\nsurely to take their appointed places in modern society and live more\nhappily and more effectively.\nD. Again, educators are obligated to interpret to the public the shift of\nviewpoint in curriculum making which has taken place in modern times.\nFor centuries the subject matter for the schools was chosen on the basis of\ntradition or with the idea that it would not matter very much what children\nstudy. The important thing was to cause them to study hard enough,\nthereby developing for each a supply of general \"mental power\" which in\nadult life could be used in any realm of activity desired. To illustrate\nconcretely, there was a time when the corner grocer, if there was a corner\ngrocer, kept his accounts in Latin and when the Latin secretary as an important functuary was in every European court. Then, the presence of\nLatin in the school curriculum was justified by social needs. But, when\nLatin ceased to become the vernacular anywhere and was no longer an in-\n\nternational language, it was retained in the curriculum because of its general disciplinary value, and this hoary fallacy is still the gospel in many\neducational situations and in many communities .\n\nBut we are obligated to pass on to our public the conclusions of modern\neducational psychology here, to explain to them that education, to be\neffective, must be in terms of specifics, that the schools must teach children\nto do better those things which they will do anyway.\nCan we report increases in enrolment in social and physical science\nclasses and decreases in Latin and Algebra groups ? Are our pupil unit and\nclock hour costs showing comparisons in favor of subjects of study the items\nof content of which have frequent contact with real life activities ? Do\n\nour annual reports give the data of social and business surveys to check the\nactual things done in our community ? Can we report the work of teacher\ncommittees in using this material for the revision of our courses of study ?\nIf we wish to interpret the administration of our schools as economical,\nthere is an excellent opportunity here to show that funds are not being spent\non traditionary subjects which are no longer justified in the light of recent\nscience, but that the money of the public is used for the passing on of those\nimportant items of race knowledge and skill which will function in child\nlife as it is now and adult activities of tomorrow.\n\nE. Finally, one of the most effective bases of interpretation of modern\neducation will be in strict accord with every parent's strongest desire,\nnamely, that his own child be given opportunity for development to the\nextent of his own individual capacity. While education in the larger sense\n\n"}
{"page": 413, "printed_page": null, "text": "388\n\nNATIONAL EDUCATION ASSOCIATION\n\nmust be social, a group matter, yet learning always takes in the individual.\nIf we can show to our patrons that our curriculum and our administration\n\nof it provides effectively for individual differences, we are selling our schools\nto each separate parent in terms which he can well appreciate, the welfare\nof his own child. If we can show also that we have fully passed beyond\nthat stage of maukish sentiment for the under-dog when unwarranted\ntotals of school time and public money were spent on the retarded and the\nsub-normal pupil, we have gone far toward proving to the public the\nefficiency of our educational program. But we must show at the same time\nthat our smaller groups of gifted children are discovered and amply pro\nvided for so as to insure for our democracy of the next generation the\nleaders necessary to its happiness and efficiency.\n\nSummary- I would say, then, that in order to justify our present administration of the public schools we are obligated to interpret them to our con-\n\nstituents in terms of contributions made to practical efficiency, citizenship,\nhealth, recreation, and religion, at the same time showing in what manner\nand to what extent they are organized in accord with modern educational\n\ndicta for outcomes and objectives, namely, education as doing, not as knowing, education as life, not as preparation, education as a social matter, not\nas asceticism, education in terms of specifics, not on the basis of formal discipline, and education organized in accord with knowledge about individual\ndifferences.\n\nIt will be recognized that illustrative items of interpretation only have\nbeen given in each section.\n\nThe total could not be included in a brief\n\ndiscussion.\n\nFEDERAL AID TO EDUCATION\nMABEL V. WILSON, PRESIDENT OF SEATTLE GRADE TEACHERS' CLUB\nSEATTLE, WASHINGTON\n\nThe aid which the Federal Government has given to the cause of education in the States of the Union has been derived from two sources-land\n\ngrants and direct appropriations from the United States treasury.\nLand grants have been made to the States for the common schools, for\n\nnormal schools, for State universities, and for State colleges.\nTo a group of educators it is needless to more than refer to the origin\nof the land grants for the common schools. The five States admitted to\nthe Union from the land which constituted the Northwest Territory were\nadmitted with the understanding that the section numbered sixteen in each\n\ntownship be given to the people of that township for the use of public\nschools. Later, we know that in many of the States the section numbered\nthirty-six in each township was likewise set aside for common schools. According to the enabling acts admitting the several States to the Union,\n\nthese lands and whatever proceeds might be derived from them were wisely\ndesignated as for no other purpose than for the support of common schools.\n\n"}
{"page": 414, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n389\n\nTo relate just how the schools have made use of and profited by their\nhandling these land grants would be to relate a number of long and varied\nstories. Sufficient it is for us to realize that the State permanent or common\n\nschool funds having as their foundation the original Federal land grants\nare constantly decreasing as regards the proportion which they bear of the\ntotal cost of education in the separate States.\nYou will pardon reference to the State of Washington, but upon short\nnotice I naturally found Washington statistics more readily accessible, and\nI believe that one State is about as typical as another in the respect of its\ncommon school fund.\n\nIn spite of original generosity and State supplementing, the proportion\nof revenue derived from the permanent school fund and the proportion of\nrevenue derived from State supplementing, are both constantly decreasing.\nIn 1905 the permanent school fund of Washington furnished 8 per cent\nof the total revenue for schools. In 1924, the income in that State, based\nupon the original Federal Land Grants, had further decreased until it was\nbut 5 per cent of the total cost of the common schools of that State.\n\nThe five States which derived the highest\nper cent of their total revenue\n/\nfrom permanent school funds in 1905 were: Wyoming, Nevada, Texas,\nUtah, and Oregon. Perhaps there is no better way of coming to an\nappreciation of the decline in the present importance of the Federal land\ngrants as sources of revenue than by comparing the per cent of the total\nschool revenue of these States as derived from permanent school funds in\nthe year of 1905 with that per cent fifteen years later.\n\nIn Wyoming, in these fifteen years, the approximate percent of the\n\ntotal school costs which was derived from permanent funds fell from 49 1\nper cent to 23 per cent, in Nevada from 49 per centyto 11 per cent, in\n\nRecent studies of the school support situation will reveal further evidence\nof the constant decrease in the per cent of the total cost of public school\neducation which is being derived from the original Federal land grant\nsource. They will also reveal the facts that revenue derived from State\n\nsupport is likewise decreasing and that local taxation for the support of\npublic schools is increasing faster than State support.\nThe second educational purpose for which Federal land grants were\nmade was for State universities.\n\nGrants of so much were made to the\n\nindividual States as they were admitted, together with other grants made\nin lieu of previous grants to States already admitted to the Union. The\nState of Washington received 72 sections from one grant and 100,000\n\nacres from a second grant. No portion of these grants was to be held for\nless than ten dollars per acre. The proceeds from the sale and leasing of\nthese lands was to constitute a permanent university fund, to be invested\n\nand held by the State, and only the income thereof to be used exclusively\nfor university purposes.\nAgain, as an example of the relation which the permanent university\n\n-\n\nTexas from 27 per cent to 13 per cent, in Utah from 21 per cent to 4 per\ncent, and in Oregon from 13 per cent to 4 per cent.\n\n"}
{"page": 415, "printed_page": null, "text": "390\n\nNATIONAL EDUCATION ASSOCIATION\n\nfund, created from the original Federal land grants, bears to the total cost\nof financing the State university, we find this true in the State of Washington. Of the total grant of 146,080 acres, 93,909 acres still remain in\nthe grant. The total current receipts from the permanent fund created by\nrental, interest on investments, interest on bank deposits, etc., for the\nbiennial of 1921-23 amounted to a little more than $40,000, while the\ncurrent receipts for the same period from taxes, student fees, etc., amounted\nto more than $2,300,000. Thus it is seen that the Federal land grants in\nthat State bear less than 2 per cent of the present university cost-State\ntaxes alone furnishing fifty times the amount of revenue now being derived\nfrom the Federal land grant source.\nThe third educational purpose for which Federal land grants were made\nwas for normal schools. Some States shared in the land grants of 1841\nmade for the purpose of internal improvements ; and which gave, including\nthe quantity given both before and after admission, a total of 500,000\nacres to each State profiting by the provisions of this act. Other States\nshared in the swamp and overflowed land grants of 1850.\n\nIn lieu of these grants the State of Washington, with other States, was\ngranted 100,000 acres for the establishment and maintenance of a scientific\n\nschool, 100,000 acres for State normal schools, 100,000 acres for public\nbuildings at the State capital, and 200,000 for State charitable, educational,\npenal, and reformatory institutions.\nOf the 100,000 acres granted to the normal schools of the State of\n\nWashington under this act, 70,000 acres yet remain unsold. Continuing\nalong the line of the relative amount of money that the Federal land grant\nsource is contributing to education in this particular State, we find that for\nnormal schools, it bears the relation of about 1 to 14-that is direct taxes,\nthe main source of normal school income, furnishes fourteen times the\n\namount of income furnished by the Federal land grant source.\nThe fourth educational purpose for which Federal land grants were\nmade was for State colleges. Along with many of the States, Washington\nreceived 90,000 acres of land for the use and support of an agricultural\ncollege. The proceeds of this grant, together with the proceeds of the\n100,000 acres granted for a scientific school operate jointly for the support\nof the State college. For the biennial ending September 30, 1924, the\ncurrent income from these two funds furnished $150,000 of the total operating cost of 1,800,000 or approximately eight and one-third per cent of the\ntotal amount.\n\nWhile a study of other States will reveal different methods by which Fed-\n\neral land grants were secured, and decidedly different ways of handling\nthese four Federal land grants after they were secured, it will not, I believe,\nreveal other than that they bear an increasingly small per cent of the total\ncost of that particular branch of education to which their proceeds are\napplied.\n\nAfter this hurried and somewhat local view of Federal aid to public\neducation from the land grant source, we come to the subject of Federal\n\n"}
{"page": 416, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n391\n\naid from the source of direct appropriations from the United States\nTreasury.\n\nDirect appropriation funds operating are the Morrill fund which supports instruction in the State colleges, the Hatch and Adams funds which\nare used to carry on the work of the experimental stations, the Smith-Lever\nfund, which provides for the carrying on of coöperative extension work,\nand the Smith-Hughes vocational fund which gives to the support of voca-\n\ntional education in the public schools of the States.\nIndividual man is always jealous of his power, and small groups of men\nhave likewise always been jealous of their power. Whenever steps have\nbeen taken to have the government of the United States advance the general\nwelfare of the people, the question always arises : \"Just what local power\nwill be usurped by this step, and just what valued traditions will be lost\nin the granting of this increase or power to central authority ?\"\nThe Constitution left education to the States and with this group\njealousy of rights, it was but natural that opposition to Federal aid would\narise, and as early as 1857 when Justin S. Morrill introduced his bill providing for land grants for colleges, which colleges should be devoted to certain specific purposes, such remarks as the following were made: \"The\nbill proposes to give the States their own property and direct them how to\nuse it.\" \"It is using the public lands as a means for controlling the policy\nof the State legislatures.\"\nBut the opposition to Federal aid was fighting a losing fight. If the\ngovernment could give land grants, why not land grants with a more\nspecifically defined purpose and specific money appropriations ? From the\ntime of the second Morrill Act of 1890 to the time of the proposed Sterling-\n\nReed Bill, Congress has increased its subsidies to the States. As local communities continue to demand better education, the question of how to get\nthe money is ever present. State legislatures seem to seek in vain for additional funds, and look to the Federal Government for aid. Every time\nthe States have been offered larger sums of money, they have accepted the\noffer. The total subsidies to the States for educational purposes in 1922\nwas $ 15,000,000. This is small when we realize that the subsidies for\neducation and for roads stand in the relation of about 1 to 9 .\n\nThe Morrill Act of 1862 granted to each State 30,000 acres for each\nSenator and Representative in Congress.\n\nThe second Morrill Act of 1890 gave an outright annual appropriation\nof $25,000 per year to be applied to instruction in agriculture, the mechanic\narts, the English language, and various branches of science. If any portion\n\nof the subsidy was lost or misplaced, it was to be replaced by that State,\nand until such replacement no subsequent appropriation would be paid.\nIn 1907 an amendment to the second Morrill Act increased the subsidy\n\nto $50,000 a year to each State and Territory and provided for using the\nmoney to prepare instructors to teach the subjects for which purpose the\ncolleges were established. The Secretary of the Interior was to inspect the\n\ncolleges and withhold the funds if conditions were not satisfactory. Thus\n\n"}
{"page": 417, "printed_page": null, "text": "392\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe power of the Federal Government was not to be exercised so much by\n1\n\nway of control as by way of definite guidance in the expenditure of the\nfunds as regards the specific uses to which they shall or shall not be put.\nIn 1887, Congress, in the Hatch Act, provided for an annual appropriation of $15,000 to each State for the purpose of carrying on experimental\nwork in farming and farm projects. The stations were to conduct researches and experiments bearing directly upon the agricultural industry of\nthe United States, with due regard for local conditions and needs. Under\nthe Adams Act of 1906, the subsidy of $15,000 was increased to $30,000\nper year, and Federal control was greatly extended by the following requirements : Each station was required to present annually a detailed\nstatement of receipts and expenditures of the Federal funds to the Secretary\nof Agriculture who could withhold allotments, subject to an appeal to\nCongress, if the conditions at the stations were not up to requirements.\n\nIt is interesting to note in this case of Federal control that the States have\nfound little or no use for their prerogative of appeal.\n\nIn 1921, the total Hatch and Adams subsidies of $1,440,000 to the\nStates, was supplemented by the States to the amount of $3,786,997 .\nThe Smith- Lever law of 1914 provides for a fund to be administered by\nthe State college. It is really a coöperative fund supported in part by the\ngeneral government, and in part by the State and the county or smaller\nlocal unit.\n\nThe work consists in the giving of instruction and practical demonstration\nin agriculture and home economics to persons not attending or residing in\n\nthe agricultural colleges. As with other appropriations, every precaution\nwas taken to safeguard the funds.\nSeveral new and significant provisions in the handling and in the administration of Federal aid were made in the Smith- Lever law.\n\nFirst,\n\n$10,000 was given to each State regardless of its needs and the remainder\nwas to be apportioned in the proportion which the rural population of each\nState bore to the rural population of all of the States as shown by the last\nFederal census. Second, the plan required that the States match the Federal dollar. Third, the State relation service was given charge of all of\nthe cooperative relations of the Department of Agriculture and the State\nagricultural colleges.\nIn the administration of the Smith- Lever law, the States relation service\n\nhas performed a great piece of work through its county agents. In the\nUnited States, two thousand such agents disseminate information regarding\nproper methods of farming, while home demonstration agents give practical\ndemonstrations and advice regarding cooking, sewing, proper diet, household budgets, etc.\n\nIn 1921, of the $16,000,000 expended for this work, the Federal Government furnished $6,000,000 and State legislatures, county and local\nsources appropriated the greater part, or $10,000,000.\nIt was the opinion of many that the provisions of the Smith- Lever law\ndid not extend far enough. Hence, in 1914, a Federal commission on\n\n"}
{"page": 418, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n393\n\nNational Aid to Vocational Education was appointed to consider the ad-\n\nvisability of such legislation as was then being advocated by Senators Carrol\nS. Page of Vermont and Hoke Smith of Georgia. The committee consisting\nof nine members, returned a lengthy report which recommended that\nFederal aid be applied to Vocational Education for the following reasons :\n( 1 ) There was a pressing need for vocational education.\n(2) The problem of vocational education was too extensive to be worked out\nexcept by a national agency.\n\n( 3 ) The States were too poor to attempt its solution.\n(4) Federal aid to vocational education would stimulate local interest in this\ndirection.\n\n(5 ) Such Federal aid would be constitutional since it promoted the general\nwelfare.\n\n(6) The mobility of the population and of the laboring population in particular, justified the application of Federal resources to this problem.\n(7) The facts that teacher training in vocational subjects is expensive and\nthat teachers are migratory both justified Federal aid.\n(8) A bureau should be maintained by the Federal Government for the purpose\n\nof collecting and distributing information on vocational subjects.\n\nAs a result of this report the Smith-Hughes Act of 1917 was passed.\nIt contained the following provisions : first, coöperation with the States in\nthe promotion of vocational education in agriculture, in the trades and\nindustries ; second, coöperation with the States in the preparation of teachers for vocational subjects ; and, third, for the appropriation of money and\nthe regulation of its expenditure for the purposes of the act.\nThe act further provided for the creation of a Federal Board for Vocational Education to consist of the Secretaries of Agriculture, Commerce\nand Labor, the United States Commissioner of Education, and three citizens to be appointed by the President and to represent commerce, agriculture and labor interests respectively. The three citizens were to receive\nan annual salary of $5,000 each, and $200,000 annually was placed at\nthe disposal of the Board for the purposes of administering the act and of\n\nconducting studies in coöperation with the departments named. The\nStates were to accept the act by legislation, and were to appoint a Board\nof three or more members to work jointly with the Federal Board to carry\nout the purposes of the act in that State.\nThe following statistics show the increase in vocational education in the\nfive years from 1918 to 1922 inclusive.\n\nThe number of State directors and supervisors employed under control of\nState vocational boards in 1918 numbered 139, and in 1922 they numbered 226.\n\nThe number of schools of all types approved under State plan in 1918\nwere 1741 , and in 1922 were 4945.\nEnrolment in vocational classes in 1918 totaled 164,186 and in 1922\ntotaled 475,828 .\n\nThe total expenditures for teacher training during this five year period\nwas $ 36,521,522 of which amount the Federal Government contributed\n\n"}
{"page": 419, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n394\n\n24 per cent, the State government 29.4 per cent and the local governments\n46.6 per cent.\n\nThese figures clearly show that local communities have faith in vocational education under Federal guidance and that the purposes for passing\nthe act are being justified.\nIt remains to be seen just what the next step in Federal aid to public\neducation will be. The play has been written, revised, and re-revised ;\nand has been named in turn the Smith-Towner, the Towner-Sterling, and\nthe Sterling-Reed bill. At every rehearsal some force has upset the\nscenery, but the advocates of the measure, undaunted and ever gaining in\nstrength, still continue to back the play and the work goes on.\nOnly an enlightened public sentiment seems to be needed and it will\ncome. States can no longer live unto themselves alone, for this is not the\nage for an isolated method of living. Industry has outgrown State borders .\nWhen the good of the cause as a whole suffers, education must do likewise\nand must not only accept Federal aid but must also submit to a certain\namount of national guidance when such guidance comes to the rescue in the\nunselfish interest of a higher and broader type of nationalism.\n\nTHE DEVELOPMENT OF THE TEACHERS' COLLEGE\nJ. A. HILL, PRESIDENT, WEST TEXAS STATE TEACHERS COLLEGE\nCANYON, TEXAS\n\nIn the summer of 1924 the then president of the University of Texas\nstated on several different occasions that the normal schools of Texas had\n\nmade more progress in the last decade than had any other group of educational institutions in the United States in any similar period. This is a\ncomprehensive statement, and even if half true, is a significant fact in the\nhistory of Texas and of the Nation. Its interest on this occasion lies in\nthe probability that what is true of Texas in this respect is at least in some\nmeasure true of the rest of the Nation.\n\nThere is no doubt that the evolu-\n\ntion of teacher-preparation in the United States has been one of the outstanding features of educational development during the past ten to\ntwenty years .\n\nIn view of the prime importance of the teacher as a factor in educational\nprogress any evidence of improvement in his working effectiveness becomes\nat once a matter of interest to educators and to the public. It is the purpose, therefore, of this paper to discuss \"Educational Progress during the\nlast twenty-five years as measured by the development of normal schools\ninto teachers colleges.\"\n\nIn order to find a proper beginning let us briefly recall the general nature\nof the average normal school at the opening of the twentieth century. Let\nus see just what facilities the Nation had in 1900 for the professional preparation of its teachers. Let us also see just what opportunity the teacher\n\n"}
{"page": 420, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n395\n\nhad at that time to make of himself a distinctly professional worker -one\nset apart by his superior knowledge of his field and by the skill with which\nhe performed his work.\n\nThe average normal school of twenty-five years ago offered a curriculum\non an academic level with the better class of high schools and academies.\nEntrance conditions were low, unstandardized, and loosely administered.\nIt was more difficult to get into the insane asylum than into the average\nnormal school. The work of the normal school consisted mainly of a review\nof the common branches of the public school and led to a life certificate.\n\nIts faculty was generally small in number, but composed of men and women\nwho were far above the average teacher in intelligence and professional\nspirit. The teacher of the average normal school of that day was the one\nredeeming feature of the system. However, he, like all other teachers of\nhis day, was unacquainted with the technique of teaching and the great\nbody of scientific educational facts that have been discovered in recent\n\nyears. The physical plant was very poor, salaries paid instructors were\nmeager, and the student-body was small, but rather mature and earnest.\nThe primary function of these schools was the preparation of teachers for\nthe elementary schools, and it must be said in passing that considering the\nhandicaps under which they labored, the old normal schools served well\ntheir generation, though the number of teachers they reached directly was\nrelatively small. While they administered professional narcotics to many\nteachers in embryo, they also stimulated others to noble professional effort\nand helped to keep alive the true spirit of teaching. These schools developed an educational leadership without which our common schools would\nhave found difficulty in \"carrying on. \" There were approximately 130\nsuch schools at the opening of the period under consideration. There were\nalso some half-dozen schools for teachers which had re-organized their\n\ncurricula and were conferring Bachelors' degrees. A number of our leading universities, State-supported and privately endowed, had established\ndepartments of education and were beginning to offer courses in the science\nand art of teaching. However, in these latter institutions such departments\nwere objects of ridicule on the part of other departments. Education\ncourses were called \"crip\" courses and the education department of the\nUniversity of Texas was popularly known on the campus as the \"Peedoggy\" department. The average college professor of that day believed\nthat a sustained study of mathematics, for example, was a high compliment\nto one's academic instincts, but that a study of how to teach mathematics\ncould only testify to one's inanity. Such an atmosphere on the college\ncampus would not induce the best talent to adopt teaching as a profession.\nIndeed, it will be seen from this general view of teacher-preparation at\nthe opening of the present century that there was little in the situation to\nchallenge red-blooded men and women to become teachers and there was\nlittle chance for one who was in the profession to set himself apart as a\n\ntechnically trained expert in a highly organized scientific field of public\nservice.\n\n"}
{"page": 421, "printed_page": null, "text": "396\n\nNATIONAL EDUCATION ASSOCIATION\n\nBut forces were already in motion that were destined to transform the\nface of education, make of teaching a highly scientific and technical vocation, and put in the hands of the embryonic teacher the implements whereby\nhe could hope to become expert in his field and eventually take his place\nalongside his highly trained, highly respected, and highly paid fellow in\nother professions.\n\nJust what were these forces ? First, there was a gradual accumulation\nof scientific knowledge of education and its problems. The field of educational research in departments of education in our universities was gradu-\n\nally widened and every form of problem in public education was subjected\nto scientific study in spite of the gibes of academic critics. This knowledge\nslowly filtered into the curriculum of the normal schools, and through\nthese and other agencies found a measure of function in elementary education. This process has gone on until it has been possible to classify our new\ndata somewhat according to the organization of our public free schools\ninto primary, intermediate, and high schools. This has introduced the idea\nof specialization not only into the field of teaching as a whole, but also\ninto its various phases or departments. I mean that we have developed a\nscience of primary education and of secondary education, and there is now\ndeveloping a science of intermediate education. We are even going further\nin our specialization process, and are sub-dividing these respective fields .\nThese developments have made necessary a longer period of preparation for\nteaching, whatever the field in which one wishes to work.\nDovetailing exactly with this growth in the body of scientific knowledge\nof education has been a growing consciousness of the need for a larger and\nricher background of general knowledge and culture prerequisite to specialization in the educational field. With the implements of knowledge\nso abundantly at the disposal of all who will use them the average teacher\nof today finds himself put to it to keep culturally abreast of the public he\nseeks to serve. The scholastic standard of the old normal school of ten and\n\ntwenty years ago is entirely inadequate for even the mediocre teacher of\ntoday. In increasing numbers our educators are unwilling to remain uneducated and they are literally thronging our institutions of higher learning\nwith a view to enriching their cultural background and improving their\nprofessional fitness. As hinted above, this is partially the result of the\nrapid rise in public intelligence. It is the judgment of the speaker that the\naverage child of a dozen years today has a much wider range of information\nthan the youth of twenty had fifteen years ago. Life contacts have multiplied even in the last ten years almost beyond comprehension, and the\nschool's former monopoly on learning has been broken. This fact alone\nwould drive our teachers to seek every form of personal and professional\nimprovement and put upon them the necessity for sustained study in the\nvarious fields of human learning.\n\nNormal schools have thus been enabled\n\nto raise their admission requirements some three or four years and their\ngraduation requirements proportionately.\n\n"}
{"page": 422, "printed_page": null, "text": "397\n\nDEPARTMENT OF CLASSROOM TEACHERS\n\nParallel with these influences the normal school product has gradually\nsifted into the high schools. The universities and privately endowed\ncolleges were not meeting the demands of the secondary schools for\nteachers. The stronger class of graduates from the normal schools took\nfavorable rank as department teachers, principals, and superintendents,\nbecause they usually carried a fine professional spirit and interest which\nwas too often lacking in graduates of liberal arts colleges and universities.\nIn many instances the university resented the entry of teachers, so lacking\nin what was termed scholarship, into the high schools and through the\ncontrol of accrediting agencies sometimes discredited the product of the\nnormal school. This is still true in certain parts of the United States,\nwhere standards for teachers are set up by traditional liberal arts colleges\nand universities through the monopolistic control of accrediting agencies.\n\nThis irritated administrators and teachers in normal schools, but drove\nthem to think more seriously upon the problem of teacher-preparation.\nThe main criticism aimed at their work was that it was superficial. There\nwas not enough real substance to it. It was pithy. This was a just\nrebuke, in the main, and could only be met by a thorough-going revision\n\nof the program. Unwittingly, the liberal arts colleges, with a combination\nof social circumstances, literally drove the normal schools into a much\nlarger program, which involved the material raising of entrance conditions\nand a curriculum covering four years of work beyond high school graduation.\n\nAnother factor which was making for the transformation of the normal\nschool was the very rapid development of the high school. The number\nof high schools multiplied rapidly around the opening of the century and\nthe number of those who attended them multiplied even more rapidly.\nIn parts of the country this is still going on and wherever it takes place the\nfoundation for the enlarged program of the normal school is successfully\nlaid.\n\nIt should not be understood, however, that normal schools exercised no\ninitiative in the matter of expansion. Leaders in the field had for twentyfive years been gradually arriving at the conviction that teacher-preparation\nwas a much longer and a more complex matter than a simple and hurried\nreview of the common branches.\n\nIn 1902 President Seerley, of Iowa State Teachers College, said :\nI think the State normal school ought to be a training school in which all kinds\nof teachers needed by all grades of public schools can be prepared. I believe in\n\nthe training of teachers for primary and elementary grades\n\n*\n\nIt is cer-\n\ntainly the function of the normal school to do such work, but that cannot be its\nsole function as there is no reason\n\nthat excludes a normal school from\n\ntraining high school teachers if the State sees fit to properly support and equip\nsuch departments\n\nIn 1903, John R. Kirk of Missouri State normal school said :\nIt is asserted here that we may safely turn over the high school instruction to\n\nuniversity graduates. Against this propagandism, reason and common sense\n\n"}
{"page": 423, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n398\n\nprotest. Already the high schools of several states are seriously damaged by\nbeing made the practice schools for inexperienced and undirected university graduates who are inexcusably ignorant of school government, discipline, class management, and the direction of student work, and who from long isolation in specialized study have become unconscious of all practical avenues to the souls of\nordinary pupils\nIt is evident, therefore, that the student who has lived\n*\n\n*\n\nseveral years among the profound scholars and splendid men in the university\nhas not only had his mind withdrawn from all ideas of practical school management or tactics, but he has grown accustomed to those forms of instruction that\n\nare least adapted to elementary and secondary schools. He is not a safe person\nto be entrusted with elementary or secondary instruction until he has been over-\n\nhauled in some school which will recast his ideas of teaching and compel him to\nacquire reasonable skill in teaching by virtue of some well directed practice.\n\nIn 1912 the Department of Normal Schools of the National Education\n\nAssociation put forth the following declaration of principles :\nThe twentieth-century normal school is dedicated to higher education, with the\nspecial function of supplying teachers for the rural schools, the elementary schools,\nand the high schools .\n\nIts entrance requirements as to scholarship will be practically the same\nrequirements that are now demanded by the college-graduation from\na four-year high school.\nIt will extend its courses of instruction and practice, as conditions may\ndemand, to four-year courses, thus giving it as high a standing in the way\nof discipline and scholarship as the college now possesses.\nThe extent of the change from normal school to teachers college is revealed in the following data :\n\nIn 1900, there were approximately 125 normal schools and five teachers\ncolleges.\n\nIn 1910, there were 196 normal schools and eight or ten teachers colleges .\nIn 1918, there were 156 normal schools and 27 teachers colleges .\nIn 1920, there were 138 normal schools and 45 teachers colleges .\nIn 1922, there were 110 normal schools and 80 teachers colleges .\nThe Bureau of Education, Washington, D. C., is authority for the\nstatement that there are now 110 normal schools and 88 teachers colleges.\nHowever, it is probable that these last figures do not take cognizance of\nthe recent change to teachers colleges in Wisconsin, Tennessee and probably other States .\n\nIn discussing this same subject in his \"Administration of Professional\nSchools for Teachers,\" Walter D. Agnew says :\nThe first significant observation is the remarkable growth of the schools in\nattendance. The gain in the number of schools is only 26.5 per cent while the\n\ngain in attendance is 61 per cent. This gain has been almost wholly in the institutions offering the four-year courses. Whereas in 1902-1904, 41 per cent of the\nstudents were in the 34.8 per cent of the schools offering two years or more college\nwork, now 69.2 per cent of the students are in the 54.5 per cent of the schools\noffering four years of college work.\nAnother important observation is the fact that while twenty years ago 38 per\ncent of the students were in the 47 per cent of the institutions offering no college\nwork, now, not only are there no schools below the two-year college grade, but\n\n"}
{"page": 424, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n399\n\na meager 17 per cent of the students are in the 31.1 per cent of these institutions\nof two-year college grade.\n\nHaving considered at some length the forces which have transformed a\nmajority of normal schools into teachers colleges let us briefly notice the\ncharacter of the new institution and some of the results of our short ex-\n\nperience with it.\nPerhaps the first fact of importance is to be found in the changed\nentrance requirements. Teacher-preparation now begins on about the\nsame academic level on which it ended under the old normal school\n\nsystem that is, with graduation from an accredited high school. The\ncurriculum covers four years beyond this point and leads to a Bachelor's\ndegree on an academic level with that degree in liberal arts college. Its\ncurriculum is organized and administered with a view to the preparation\nof rural school teachers, kindergarten-primary teachers, grade teachers, and\nhigh school teachers of every class. The content of the course of study is\nsuch as to give cultural background to the nascent teacher, while putting\ninto his hands at the same time the implements of modern scientific education and developing professional technique. The so-called academic subjects are approached from the viewpoint of one who expects to present it\nto another and hence are surrounded with a distinctly professional atmosphere that gives color and meaning not to be found in such courses in\nliberal arts colleges. Observation and practice-teaching have reached their\nbest development in the new institution, though these yet constitute the\nlargest uncharted field in the whole program of teacher-preparation. Next\nto this, the preparation of teachers of music, drawing, public speaking, and\nphysical education (in which public sentiment has not yet been sufficiently\naroused) , and teachers of home economics, manual training, and agriculture (in which there is competition from A. & M. colleges, State universities, and industrial schools ) constitutes our next greatest problem in the\nexpansion of function. When the public schools have come to understand\nthat it is the proper function of the teachers college to prepare teachers\nfor every kind of position in the public schools it will be easier for these\ncolleges to offer an attractive and worth-while program to teachers of\nspecial subjects.\nIn the matter of results from the change to teachers college the follow-\n\ning appear incontrovertible :\n1. There is now going on a revolution in the scholastic and professional\nideals of teachers. This is demonstrated in the phenomenal growth in the\nlast five years in student enrolment in teacher-preparatory schools throughout the country and in the rapidly increasing number who complete four\nyears of professional college work. Conditions in my own State, I dare\nsay, are typical. There are 30,000 white teachers in Texas. The teachers\ncolleges have enrolled during the current scholastic year approximately\n16,000, or half the teaching force of the State. There are other thousands\nin departments and schools of education in the other colleges of Texas .\n\nThis revolution in professional ideals is further indicated in the passing of\n\n"}
{"page": 425, "printed_page": null, "text": "400\n\nNATIONAL EDUCATION ASSOCIATION\n\ncertification by State, county, and summer normal examinations. Teachers\nin growing numbers themselves look with contempt upon certificates obtained without college work, or regard them at best as temporary expedients. This improvement in the ideals of the teacher is highly significant\n\nfor the schools and for the Nation, and the enlarged program of the teachers colleges has made no small contribution to this result.\n\n2..A corollary to the above movement has been the growth in prestige\nand influence of the teachers' college among the various educational factors\nof the State and Nation. It is really getting so in Texas that a teacher\nmay belong to a teachers college faculty and yet be respected by his colaborers in other institutions of higher learning. Indeed, places of educational leadership are being entrusted to members of faculties of the teachers colleges; legislators are giving these institutions a larger place in their\nthinking ; superintendents, principals, and other administrative authorities\nare seeking teachers college products as never before; and the public is\nslowly but surely coming to look with favor upon their work. All of this\nis the result, at least mainly, of the larger program of these colleges.\n3. A new quality has been added to the campus life of these institutions .\nThe four-year college course is appealing strongly to the best products of\nour high schools and a better prepared body of students is entering the profession through the teachers college. If I may be pardoned for again using\nTexas as an example, I should say that a majority of the honor graduates\nof all high schools within 100 miles of Canyon are students in the teachers\ncollege there. Moreover, the two years added to the curriculum are transforming college atmosphere, fastening the ideals of the institution upon\nthe student, and making possible the establishment of campus traditions.\nIndividual loyalties are set up, and group activities are showing decidedly\nimproved results. The number attending teachers schools is rapidly increasing.\n\nDr. J. C. Evjen in 1922 showed that there was a gain of 61 per cent in\nattendance in the twenty years preceding, and that 83 per cent of the\nstudents in 1922 were in the colleges with four-year courses. This gain\nbecomes more significant when it is remembered that the curriculum in\nthe meantime was raised from two to four years .\n\n4. The re-organization of the old normal school into a teachers college\nhas greatly stimulated faculty members and has led them in great numbers\nto improve their academic and professional equipment. One Texas school\nsent away 25 per cent of its faculty in one year for graduate study. In\nfact, this form of development has been so rapid that it has been difficult\n\nto keep the organization intact and going at full speed.\n5. The four-year program has focused the attention of faculty members\nmore completely upon the problems and function of a teachers college.\nThe movement has been accompanied by a considerable measure of selfsurveys and other forms of introspection. Productive scholarship has been\nstimulated and we are finding out things for ourselves. For one thing, we\nhave discovered that there is neither reason nor rhyme in the distinctions\nof training, experience, and salaries among teaching positions. As stated\n\n"}
{"page": 426, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n401\n\nin the Carnegie Foundation Report, Bulletin No. 14, 1920 : \"Proper\ntraining for teaching the third grade should be as prolonged and as serious\nas training for teaching the tenth or twelfth grade and should be equally\nwell rewarded. To pass childhood through a graded quality of instruction\nin order finally to place those who survive in charge of real teachers only\nat the top, is a blunder that explains more of the dire results noticeable in\nour schools than we dare acknowledge.\" Those who contend, therefore,\nthat the four-year program of the teachers college is designed primarily\nfor the preparation of high school teachers, are still in the position of the\nnineteenth century school trustee who thought one did not need to know\nmuch in order to teach little children .\n\nThe foregoing results in themselves are sufficient to justify the expenditure of far more than the expansion of these institutions has cost, but they\ncan only be appreciated when considered in connection with the difficulties\nof the task.\n\nThere was involved the reorganization of entrance require-\n\nments and raising the same some two or three years. There appeared the\ndanger that such action would reduce attendance and cut down appropriations, already lamentably small. There was the re-organization of the\nwhole course of study, involving its length, its breadth, and its depth.\nThere was the faculty, inadequate in number and lacking in scholarship\nand professional training. There was the great body of ex-students who\nmight feel that the new regime would discount their attainments, and hence\ntheir loyalty might be shaken. There was a lack of equipment and floor\nspace. The legislature could not understand the increased costs and was\nslow to provide necessary funds. The university and other colleges opposed such expansion and openly criticised the normal schools for departing\nfrom the purposes for which they were created the preparation of rural\nand grade teachers. The normal schools themselves had only imperfect\nvision and had to feel their way slowly.\nIn the face of these odds the transition from normal to teachers college\n\nhas been little short of marvelous. And yet, the process is far from complete. Many of the obstacles mentioned above and others, too, still exist.\nFor example, an ideal course of study has not yet been found. An examination of this question reveals a wide diversity of judgment as to what\nought to enter into the curriculum of a teachers college. Other professional schools have fairly well standardized their requirements and the\nspeaker is of the opinion that the same can and will be done for teacher-\n\npreparation as fast as the science and art of education is developed.\nThe question of observation and practice-teaching also involves many\nunsolved problems. There seems to be no generally accepted practice as\nto the time, the amount, or the conditions under which it should take place,\nthough it has been often said that \"the training school is the heart of the\nteachers college.\"\n\nThe financial question also remains unsolved. Legislatures have not yet\nbeen induced to give teachers colleges physical plants at all commensurate\nwith their needs or the public service they render, though progress is being\n\n"}
{"page": 427, "printed_page": null, "text": "402\n\nNATIONAL EDUCATION ASSOCIATION\n\nmade in this direction .\n\nSalaries are still below the level of those of other\n\ninstitutions of higher learning. It is no uncommon thing in different parts\nof the country to find a professor of education in an industrial or technical\nor liberal arts college receiving a great deal better salary than a professor\nof education in a teachers college. To the speaker it is a queer piece of\n\nreasoning that sees greater value to the State in the preparation of a teacher\nat a college whose teacher-preparing function is incidental than in one\nwhich makes this its only aim. The fact is, the present discrimination\nagainst teachers colleges in the matter of salaries is an insult (though not\nintended) to every teacher in the country who loves his profession and\ndesires to see it placed upon a genuinely professional basis.\nFinally, the teachers college program is being retarded by an indifferent\npublic, by low professional ideals of great numbers of teachers, and by a\nfew educational leaders who have not yet seen the problem of preparing\nteachers in its proper setting. Of course, the public is still thinking of\nus in terms of the old normal school which was so overshadowed by uni-\n\nversities and other institutions of higher learning as to be regarded as of\nlittle relative consequence. Time itself will eventually correct this attitude, but so much is involved that the teachers college cannot afford to\nwait on it. The public must be educated to discriminate between the\nprepared and the unprepared teacher. As to the teachers, there was a\ntime when there was no opportunity for attending a teachers school, but\nthe day now is when a man or woman ought to be ashamed to ask entrance\nto the profession without having attended a professional school for teachers.\nTeachers ought no more think of seeking professional preparation in nonprofessional schools than do doctors, engineers, or ministers. In the measure that we magnify our own schools we magnify our own profession, set\nourselves apart as a body of specialized workers, and build a real profession of teaching. As long as teachers would as readily attend any other\nschool for their professional preparation as they would attend a teachers\ncollege just so long will there be no real profession of teaching, respected\nand paid by the public commensurate with the service rendered.\nSuch, my fellow-teachers, is the story of the \"growth and development of\nnormal school into teachers college.\" We feel that it constitutes an honorable chapter in the history of public education. But we are not looking\nbackward.\n\nOur faces are to the future and we look with confidence for\n\nyet greater achievements in the field of teacher-preparation. In the words\nof another, \"Tomorrow belongs to the professional teacher. \"\n\n"}
{"page": 428, "printed_page": null, "text": "Department of Deans of Women\nSECRETARY'S MINUTES\n\nOFFICERS , 1925-26\n\nPresident- FLORENCE PURINGTON, Dean, Mount Holyoke College .. South Hadley, Massachusetts\nFirst Vice-President-ANNA V. DAY, Dean of Women, State Normal School\nMilwaukee, Wisconsin\nSecond Vice-President-AGNES E. WELLS, Dean of Women, Indiana University\nBloomington, Indiana\nRichmond, Indiana\nSecretary-MARTHA DOAN, Dean of Women, Earlham College ..\nTreasurer-ANNA E. PIERCE, Dean of Women, New York State College for Teachers\nAlbany, New York\n.....\n\nOFFICERS OF SECTIONS\n\nUniversities: Chairman , WINIFRED ROBINSON, Dean, Women's College, University of Dela-\n\nware, Newark, Del.; Secretary, WINIFRED G. RICHARDSON, Dean of Women, Northwestern\nUniversity, Evanston, Ill.\nColleges: Chairman, ETHEL BREWSTER, Dean of Women, Swarthmore College, Swarthmore,\nPa.; Secretary, DOROTHY STIMSON, Dean of Women, Goucher College, Baltimore, Md.\nNormal Schools and Teachers' Colleges: Chairman , EDITH BARNARD, Dean of Women, State\nTeachers' College, Maryville, Mo.; Secretary, MAHALA DORCAS PRICHARD, Dean of\nWomen, Fairmont State Normal School, Fairmont, W. Va.\n\nHigh Schools: Chairman, JOSEPHINE T. ALLIN, Dean of Women, Englewood High School,\nChicago, Ill.; Alternate, OLIVIA POUND, Dean of Women, High School , Lincoln, Nebr.;\nSecretary, MARY E. TOBIN, Dean of Women, Lowell High School , Lowell, Mass .\nCHAIRMEN OF STANDING COMMITTEES\n\nProgram-FLORENCE PURINGTON, Mt. Holyoke College, South Hadley, Mass .\nPress and Publication-HELEN MARY SMITH, Western Reserve University, Cleveland, Ohio .\nRelation to Other Organisations-ANNE DUDLEY BLITZ, University of Minnesota, Minneapolis,\nMinn.\n\nHealth-ANNA E. PIERCE, New York State College for Teachers, Albany, N. Y.\nAudit\n-MRS. BARBOUR WALKER, William Smith College, Geneva, N. Y.\nMembership-THYRSA W. AMOS, University of Pittsburgh, Pittsburgh, Pa.\n\nHistorical note-The department of Deans of Women was formerly the National\nAssociation of Deans of Women. Its meeting is first reported in the Proceedings\nfor 1918 , pages 391-417. This Department meets once a year, in February.\nThe twelfth meeting of the Department of Deans of Women opened with a\nluncheon Thursday, February 26, 1925. Members of the National Association of\nSecretaries of College Appointment Bureaus and Principals of Private Schools for\nGirls shared in this occasion. Anna V. Day presided. President Agnes E. Wells,\nextended greetings to the members and guests. The program followed as an\nnounced.\n\nTHURSDAY, FEBRUARY 26 , 1925\n\nMorning\n8 :30-10.00 Registration and meeting of Executive Committee.\n\n10:00 Meeting of Association of Secretaries of College Appointment Bureaus .\nSpeaker: R. J. Leonard, director of the school of education, Teachers College, Columbia University.\nCOÖRDINATING AND HUMANIZING THE MACHINE.\n\nGeneral Discussion led by Mrs. May L. Cheney, President of the Association, appointment secretary, University of California, Berkeley, Calif.\n[403]\n\n"}
{"page": 429, "printed_page": null, "text": "404\n\nNATIONAL EDUCATION ASSOCIATION\n\n12:30 Luncheon-Anna V. Day, presiding.\nGREETING, Agnes E. Wells, President\nCOOPERATION BETWEEN OUR ORGANIZATIONS .\n\na . Sarah Converse, President of the Association of Principals of Schools\nfor Girls .\n\nb. Miriam F. Carpenter, Secretary, Association of Secretaries of College\nAppoinment Bureaus.\nRECENT MOVEMENTS IN EDUCATIONAL AND VOCATIONAL GUIDANCE IN COLLEGES.\n\nHarry D. Kitson, Indiana University, Bloomington, Ind.\nAfternoon\n1:30 Registration.\n2:00 General Session .\n\nAmendments, Election of Officers, Appointment of Committee, Old Business\n3:00 CHARACTER BUILDING-Alexander C. Purdy, Professor of Practical Theology,\nHartford Theological Seminary.\nInformal Discussion.\n\n4:30 Adjournment.\nEvening\n7:00 Formal Dinner-Anne Dudley Blitz, presiding.\nINTERNATIONAL EDUCATIONAL PROBLEMS\n- Mrs . Ellis L. Phillips, New York\nCity, former President of National Association of Deans of Women.\nMODERN EDUCATION-Martin H. Fischer, University of Cincinnati.\n9:00 Reception to meet Conference Speakers and Officers.\nFRIDAY, FEBRUARY 27, 1925\n\nMorning\n9:00 SECTIONAL CONFERENCES :\n\nUNIVERSITY SECTION\n\nChairman, Elizabeth Hamilton, Miami University.\n\nSecretary, Lucy J. Newton, University of Texas.\nYOUTH'S DEMAND-Maria Leonard, Dean of Women, University of Illinois.\nTHE DEAN AND THE GIRL-Josephine P. Simrall, Dean of Women, University of Cincinnati.\nINFORMAL DISCUSSION .\nCOLLEGE SECTION\n\nChairman, Mary Watson Green, Rockford College.\n\nSecretary, Ethel Hampton Brewster, Swarthmore College.\nCHANGES IN CURRICULA IN COLLEGES FOR WOMEN .\n\nAda L. Comstock, President of Radcliffe College,\nFrances F. Bernard, Dean, Smith College,\n\nDiscussion led by Mary Sinclair Crawford, Dean of Women, Carleton\nCollege.\nTEACHERS' COLLEGE AND NORMAL SCHOOL SECTION\n\nChairman , Edith A. Barnard, State Teachers College, Maryville, Missouri.\n\nSecretary , Anna E. Pierce, State Teachers College, Albany, New York.\n\n"}
{"page": 430, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n405\n\nTHE SPECIFIC CONTRIBUTION OF THE DEAN OF WOMEN TO THE PROFESSION AL\n\nTRAINING OF TEACHERS-Lydia Jones, Dean of Women, State Teachers College, Ypsilanti, Michigan.\nFive-minute talks on :\nMY MOST DIFFICULT PROBLEM AND HOW I AM TRYING TO SOLVE IT.\n\nDean Caroline Grote, Macomb, Illinois.\nMrs. Louise B. Hastings, Maryville, Missouri.\nDean Florence L. Richards, Winona, Minnesota.\n\nDean Mahala Prichard, Fairmont, West Virginia.\nDean Kathleen I. Gillard, Cape Girardeau, Missouri.\nGeneral Discussion.\nHIGH SCHOOL SECTION\n\nChairman, Josephine T. Allin, Chicago, Illinois.\nAlternate Chairman, Olivia Pound, Lincoln, Nebraska.\nSecretary, Elizabeth Hause, West Chester, Pennsylvania.\nSarah M. Sturtevant, Teachers College, Columbia University.\nTHE EFFECT THE JUNIOR HIGH SCHOOL IS HAVING OR WILL HAVE UPON THE\nWORK OF THE DEAN OF GIRLS IN THE SENIOR HIGH SCHOOL-M. Edith Bell,\n\nCentral High School, Columbus, Ohio.\nTHE WORK OF THE DEAN OF GIRLS IN A JUNIOR HIGH SCHOOL-Lucy Elliott,\nBarbour Intermediate School, Detroit, Michigan.\nAfternoon\n12:30 Luncheon I-Martha Doan, presiding.\nNEWER TENDENCIES AND PHASES OF THE WORK OF THE Y. W. C. A. Leslie\nBlanchard, Executive Secretary of National Students' Council.\nCOOPERATIVE BUREAU FOR WOMEN TEACHERS-Margaret B. Merrill, Director,\nNew York City.\n12:30 Luncheon II.\n\n( High School Section ) -Josephine T. Allin presiding.\n\nCOOPERATION OF School And Court TO PREVENT DELINQUENCY-Mary Edna\n\nMcChristie, Referee Girls' Division, Court of Domestic Relations, Cincinnati, Ohio.\nTHE GIVING of Scholarships- Rosalie Phillips, Associate Director of Schimdlapp Bureau for Women and Girls, Cincinnati, Ohio.\n2:00-3 :00 Groups I, II and III, Miss Hamilton, presiding.\nSTUDENT GOVERNMENT-Dean Thyrsa W. Amos, University of Pittsburgh,\nPittsburgh, Pa.\n\nSORORITIES-Louise Leonard, National President, Alpha Gamma Delta, Syracuse University, Syracuse, N. Y.\nSTUDENT BUILDINGS-Mrs. Julius Schlotterback, Dormitory Consultant, University of Michigan, Ann Arbor, Mich.\n3:00 Group I.- Miss Green, presiding.\n\nSTUDENT GOVERNMENT- Discussion led by Dean Miriam Gerlach , University\nof Oklahoma.\n\nGroup II-Miss Newton, presiding.\n\nSORORITIES-Discussion led by Dean Bessie Leach Priddy, University of\nMissouri, Dean Mary Yost, Stanford University ; Informal Discussion.\nGroup III.\n- Miss Hamilton, presiding.\nSTUDENT BUILDINGS-Discussion led by Dean Irma Voight, Ohio University ;\nMrs. Florence Goodspeed, University of Chicago; Dean Florence Purington,\n\nMount Holyoke College ; Dean Jean Hamilton, University of Michigan ;\nInformal Discussion.\n\n"}
{"page": 431, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n406\n\n2:00-4 :00 Group IV.\n\n( High School Section)-Miss Allin, presiding.\n\nMETHODS AND THEORIES OF VISITING TEACHER WORK-A GENERAL STATE-\n\nMENT-Edith W. Everett, President National Association of Visiting Teachers and Home and School Visitors.\nSOME SPECIFIC EXPERIENCES IN TWO SCHOOLS, DISCUSSION OF METHODS AND\n\nTHEORIES-Mrs . Myron P. Mackey, Social Worker, Englewood High School,\nChicago, Illinois.\n4:30 Musical and Tea at Cincinnati Conservatory of Music.\nEvening\n6:30 A. A. U. W. Dinner-Mary Ross Potter, presiding .\nRESPONSIBILITY OF UNIVERSITY WOMEN IN WORLD MOVEMENTS-Mina Kerr,\n\nExecutive Secretary, American Association of University Women, Washington, D. C.\n8:00 General Session.\n\nRISING STANDARDS OF SCHOLARSHIP-Dean J. B. Johnston, University of Minnesota.\n\nPROMOTING SCHOLARSHIP THROUGH THE HONOR STUDENT-President Frank\n\nAydelotte, Swarthmore College.\nSATURDAY, FEBRUARY 28\n\nMorning\n9:00 General Session.\n\nNew Business, Reports of Committees.\nMENTAL HYGIENE FOR COLLEGE STUDENTS-Coleman Griffith, University of\nIllinois.\n\nRESULTS OF RESEARCH WORK IN MENTAL HYGIENE-Frankwood Williams ,\nDirector of National Committee for Mental Hygiene, New York City.\nAfternoon\n12:30 Luncheon at University of Cincinnati, Josephine P. Simrall, presiding.\nSTUDENT HEALTH-Leonore Fields, Counsellor of Women, Antioch College.\n2:00 General Session at University of Cincinnati.\nWelcomedby President Frederick C. Hicks, University of Cincinnati.\nTHE COLLEGE AND PUBLIC HEALTH-George E. Vincent, Director Rockefeller\nFoundation, New York City.\n4:00 Tea at Cincinnati Woman's Club .\n\nEvening\n7:00 Meeting of the New Executive Committee.\nThe program, so full of stimulating reports and addresses, was given with few\nchanges from the published statement.\nThe members of the generous and efficient Associate Local Committee, the officers of the Cincinnati Branch of the American Association of University Women,\nMr. Sherwood D. Shankland, executive secretary of the Department of Superin-\n\ntendence, and Mr. Joy E. Morgan, editor of the Journal of the National Education Association, were guests of honor at luncheon or dinner, and brought to\nus fraternal spirit and wise counsel.\nMARTHA DOAN , Secretary.\n\nAt the first regular business meeting the following communication from Miss\nWells to the Executive Committee was read:\n\n"}
{"page": 432, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n407\n\n\"In view of the fact that the President and Secretary of the organization work together\nmore closely than any other two officers and could thus help each other more if not elected\n\nthe same year, and in view of the fact that I have held this office for one term, two years,\nI hereby tender my resignation as President to take effect at the close of this twelfth regular\n\nprogram, Saturday, February 28, 1925 .\n\n\"I wish to thank the women who have co-operated so splendidly to carry on the work\nof this organization for the last two years, and to express to the organization as a whole\nmy appreciation of its confidence in me in asking me to fill the office for one term and one\nhalf.\n\nMoved by Miss Simrall that Miss Wells' resignation be accepted with deep\nregret and sincere appreciation of the fine work which she had done for the\nNational Association of Deans of Women.\n\nThe motion was seconded and carried .\n\nPRESIDENT'S REPORT\nAGNES E. WELLS, DEAN OF WOMEN, INDIANA UNIVERSITY,\n\nBLOOMING-\n\nΤΟΝ, INDIANA\n\nThe first conference that I attended was held in Atlantic City in February, 1918, seven years ago. Every seven years we are supposed to have\na complete change of structure. Let us hope that the troubled times\nushered in by 1918 have spent themselves; that the period upon which\nwe are now entering will bring greater stability in college life; that the\npuzzling problems will be fewer and that released from the necessity of\ncombating destructive forces we may put our main effort upon constructive work.\n\nThe past seven years have brought many recruits to our ranks.\nThe newest aepartment, that of the Deans of the Secondary Schools ,\nhas developed by leaps and bounds. The demand for trained women\nto fill positions in the four departments, high schools, teachers' colleges\nand normal schools, colleges, and universities, has been very great. The\nmembership of this organization has increased six hundred per cent. This\nhas made necessary the development of State organizations to unify and\nstandardize the work in all sections of the country. There are now\ntwenty-three State associations, several large city organizations, and a western conference which includes eleven States.\n\nTo meet the increased demand for deans, a research committee was appointed this last year with Dean Anne Dudley Blitz as chairman, to study\nthe problem, which includes a standard course to be given in colleges and\nuniversities. Northwestern University, under Counsellor Mary Ross\nPotter's wise direction, is developing a course which will give dean's training to both women and men. Many universities are giving summer\ncourses, but there are few courses given in the regular college session.\nDean Blitz's committee is sending out a questionnaire which we hope you\n\nwill receive joyfully and fill out promptly so that the committee may report\nits findings in the 1925 Yearbook.\nWe need a new textbook which is up-to-date.\n\nThere must be some\n\nwriter among us who would be willing to undertake the task or at least\nto compile the valuable material accumulated during the last few years as\na result of our conferences.\n\n"}
{"page": 433, "printed_page": null, "text": "408\n\nNATIONAL EDUCATION ASSOCIATION\n\nSo broad has our work become that it cannot be done by deans alone.\nThe range of problems discussed in the program of this conference, indicates our need of expert advice and help from all departments of the\nuniversity. In this connection read a little booklet entitled, Dialogue With\na Dean, recently issued by Dean Ernest H. Wilkins, of the University of\nChicago. Here one finds suggested enough material for three deans' conferences .\n\nTo meet these enlarged demands and to do effective work from now on,\nthis organization, as I see it, has eight immediate needs, some of which I\nmentioned last year :\n1. A larger budget.\n2. A central office perhaps in connection with the National Education Association\noffice at Washington or the American Association of University Women Headquarters.\n\n3. An Executive Secretary through whose office the State branches might communicate and work together very helpfully.\n\n4. A monthly bulletin issued by headquarters.\n5. A standardized program for deans' courses.\n6. An avenue through which the thesis on deans' work by graduate students in\nvarious institutions might be made available for those who wish the material.\n\n7. A textbook brought up-to-date including material for high school, teachers '\ncollege, college and university deans .\n\n8. A record of cases, given without names, as useful to us as law records to\nstudents of law.\n\nThese suggestions and many more that might be made, would, if carried\nout, help materially the work with high school and college girls.\nI wish to take this opportunity to thank the members of the executive\nboards of last year and this year for their splendid coöperation and help;\nto thank all of the committees who have worked so faithfully to widen the\nscope of our usefulness and to increase the effectiveness of the organization .\nI wish to express the sincere thanks of the members of this organization\nto the local committee for their care in working out details for our com-\n\nfort and for their charming hospitality; the directors and assistants of the\nHotel Gibson for their plans for our welfare and thoughtfulness in cooperating to make this conference a success; to the Club Women of Cincinnati who have entertained us and met us with such genuine friendliness.\nI wish to thank publicly the speakers on our program who have given of\ntheir time and strength and wisdom to help us in our work. We who must\n\ntry to develop ideal college women need all possible help and inspiration.\n\n"}
{"page": 434, "printed_page": null, "text": "409\n\nDEPARTMENT OF DEANS OF WOMEN\n\nREPORT OF CHAIRMAN ON RELATIONS TO OTHER\nORGANIZATIONS\nANNE DUDLEY BLITZ , DEAN OF WOMEN , UNIVERSITY OF MINNESOTA\nΜΙΝΝΕΑΡOLIS, MINNESOTA, CHAIRMAN\n\nThe Chairman on Relations to Other Organizations attended the Executive Committee meeting held at the Claypool Hotel in Indianapolis, October 11, 1924. A list of organizations whose work touches that of the deans\nof women was submitted and the Chairman was authorized to communicate\n\nwith their presidents and ask for suggestions for future coöperation. The\nlist is as follows :\nAmerican Association of University Women.\nWomen's Foundation for Health .\n\nNational Congress of Mothers and Parent Teacher Association.\nNational Young Women's Christian Association.\nFederation of Women's Clubs .\n\nAssociation of Visiting Teachers .\nNational Association of Occupational Bureaus in Colleges .\nNational Vocational Guidance Association.\n\nReplies have come from four organizations, embodying the following\nsuggestions :\nI. The American Association of University Women\n\nThe work of the American Association of University Women and that\nof the National Association of Deans of Women is really identical in aim,\nthough approached from different angles. The suggestions of various ways\nin which the American Association of University Women can help the\nwork of the Deans of Women is as follows :\n1. Standards in academic work and more particularly in conditions for women\n\nfaculties and students in colleges and universities.\n2. Scholarships and fellowships for undergraduates and alumnæ.\n\nWe are giving\n\nat the present time through our national treasury about $70,000 a year .\n3. University women's clubhouses over the country.\n\n4. Special work for young mothers in pre- school education under the Rockefeller\nGrant.\n\n5. International relations work, with two members of the staff in New York\nCity, and special work in exchange of women lecturers and women students.\n\n6. National and international clubhouses for university women.\n7. A magazine devoted to information and discussion of interest and importance\nto university women.\n\n8. Service in keeping university women growing after they leave college and\nmaking a contribution in their local communities.\n\n9. Every possible kind of information and assistance to university women as\nindividuals and in groups.\n\n10. Connections for university women with many kinds of conferences and with\nmany other organizations, as in the recent great Conference on the Cause and\nCure of War.\n\n"}
{"page": 435, "printed_page": null, "text": "410\n\nNATIONAL EDUCATION ASSOCIATION\n\nSpecial Studies and Surveys :\n1. Report on dormitories prepared several years ago by the American Association of University Women Committee on Housing, based on a questionnaire sent\nout to deans of women.\n\n2. Report of graduate scholarships and fellowships in colleges and universities\nopen to women.\n\n3. The pamphlet on \"Expenses of Women College Students\" prepared by the\nSt. Louis Branch .\n\n4. The article \"Share of Faculty in College Administration\" in October, 1924,\nJournal.\n5. The article \"Academic Status of Women on University Faculties\" in the\nMarch, 1924, Journal.\n6. The study of Self-help in Colleges and Universities done by the St. Louis\nBranch and about ready to go to press.\n7. A study of coöperative houses for women students made by the Madison,\nWisconsin, Branch to be published in the forthcoming March Journal.\n\nHow the deans can help the American Association of University Women :\n1. Give the alumnæ and undergratuates information about the work of the\nAmerican Association of University Women. ( There has been the widest lack of\ninformation.)\n2. Great influence in building membership with alumnæ and seniors to support\nall these lines of work .\n\n3. Get support of administrative authorities of institutional members by corporate membership in the American Association of University Women and by\nsympathetic understanding. (You should see some of the letters which we received\nfrom university presidents last spring in response to my letter about corporate\n\nmembership . They asked what in the world the American Association of University Women had done or could do for their university and their alumnæ.)\n\nMany studies and surveys might be made with coöperation between the\ntwo associations, such as that on dormitories. Many other like studies are\npossible.\nII. The National Congress of Mothers and Teachers\nA letter received from the President, Mrs. A. H. Reeve, contains the\n\nfollowing definite suggestion :\nI hope that we may be able to work out some mutually helpful plans, as our\nexperience in high schools and in colleges has demonstrated the great need for a\nbetter understanding between parents and educators.\nApart from the promotion of this coöperation between parents and teachers, one\nof the main objects of our Congress has come to be the education of parents. 1\nbelieve that the Deans of Women can render a very great service by coming before our high school associations and discussing with parents, and in many cases\nwith parents and students, some of the problems confronting them. It is extremely\ndifficult for the average parent to get an unprejudiced view of his or her own\nchild, and this is one of the special lines in which they need education.\nI believe also that we should make use of every opportunity for conference offered by your State and National meetings and our own, for you have the expert\nknowledge and we have the audiences needing it. If it would be possible for you\nto send delegates to our Annual Convention, to be held in Austin, Texas , April 27\nto May 2, I think they would find special interest in the Round Table Conference\nto be held on High Schools, and we should be most happy to have them take part\n\n"}
{"page": 436, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n+11\n\nin it; those on Recreation and on Social Standards would also be closely allied to\nyour work. The topic of the Convention is to be \"Home and School in Education,\"\n\ntaking up the contribution to be made by each factor, I shall see that you have a\npreliminary program as soon as they are issued.\n\nIII . The Young Women's Christian Association\n\nThe Deans of Women Association might render valuable service to the\nYoung Women's Christian Association in the matter of recruiting candi-\n\ndates for the school, calling attention to the fact that there is always a\nplace in our movement for college trained young women desirous of allying\nthemselves with a Christian organization working with girls and young\nwomen.\n\nIV. Women's Foundation for Health\n\nIn view of the facts that the highest death rate has been recently shown\nto lie among women from 17 to 32, and that the greater proportion of\nthese deaths are due to diseases contracted through disregard of fundamental rules of right living, the Women's Foundation for Health would\nappreciate a definite piece of coöperation with individual deans of women,\nassisting in the interpretation of the Foundation Program by a selected\ngroup in every college or institution represented in the Association. This\ngroup could run from ten to as high as the enrolment of the institution\nwould make feasible. The first step in this interpretation would be to get\nthe pledge of the group to \"stay by\" until the experiment was concluded.\nThe second would be the health examination according to the Foundation\nblank-or one covering the same points in general. The third step would\nbe the \"follow-up\" of that examination to change the liabilities checked\nto assets, this to be done through a series of conferences of not less than\neight or ten consisting of exercises adapted to the individual needs and advice concerning nutrition, recreation, health habits, etc., also suited to the\nindividual needs. The Foundation's Positive Health Series could supplement this follow-up and relieve the physical director considerably. The\nfourth step would be the checking-up examination to mark improvement.\nIf the above could be followed out with a carbon of the first examination\n\nand the second sent to the Foundation we would have a splendid start for\nthe present health statistics of college women and girls and the possibilities\nof improving through the right sort of attention to daily living according\nto health rules. The carbons sent in need not give the name of the indi-\n\nvidual examined since that might be objected to by the physician and examinee.\n\nThe heading up of the above would have to be carried on by each dean\nand through her to the committee on coöperation or if that committee can\nnot assume the entire work-directly to the Foundation.\nThis program would be a tremendous lift in the interpretation of positive health. We have no statistics on health in the country and after all\nisn't it of vastly more importance to know how well we are living than\nhow long?\n\n"}
{"page": 437, "printed_page": null, "text": "412\n\nNATIONAL EDUCATION ASSOCIATION\n\nV. The National Association of Occupational Bureaus\nThis organization replied very cordially, but embodied no definite suggestions.\n\nA communication has been received since the arrival of the\n\nChairman in Cincinnati, asking for a recommendation of the National\nAmateur Athletic Association, but since there has been no opportunity to\nlook into the organization or its program, the Chairman has no recommendation to make.\n\nRecommendations-The Chairman suggests that the Executive Committee appoint some one or more of its members as delegates from this organization to the annual convention of the National Congress of Mothers\nand Teachers to be held in Austin, Texas, April 27 to May 2, 1925. The\nremaining suggestions for coöperation depend on the individual initiative\nof the members of this organization. We are already on record as opening\nour membership lists to the American Association of University Women in\nfurthering research investigation along the lines of women's education, so\nwe need take no additional steps to this end. Several organizations very\nkindly sent printed material which they felt might be of interest to the\nmembers of the National Association of Deans of Women. This has been\n\nplaced conveniently for distribution, and the members are urged to take\nwhat they wish of the material. The Chairman would like to urge upon\nindividual members of the Association that they send in to her the names\nof other organizations whose lines of interest might coincide with those of\nthe American Association of Deans of Women.\n\nREPORT OF MEMBERSHIP COMMITTEE\nTHYRSA W. AMOS , DEAN OF WOMEN , UNIVERSITY OF PITTSBURGH\nPITTSBURGH, PENNSYLVANIA, CHAIRMAN\n\nThe Membership Committee submits the following report :\nI. Method of procedure-The work of the Membership Committee has\nbeen directed as follows:\n\n1. Division of the United States into six geographical sections.\n2. Each member of the National Membership Committee responsible\n\nfor securing membership of all classes of deans in one geographic area.\n3. Each member of the National Committee has used as an advisory\n\ncommittee as many State presidents in her section as were available, or as\nshe deemed needful to carry on the membership campaign. If there was\n\nno State organization, the Committee used outstanding deans in each State.\n4. Plan of work for each geographic committee :\na. Made lists of all colleges, universities, teachers' colleges, normal\nschools and high schools in area, with names of deans.\nb. Checked off deans already members, using official list of paid members.\nc. Sent letters to deans urging membership, enclosing membership blanks .\nd. Reported to National Chairman the officers of States organized.\n\n"}
{"page": 438, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n413\n\nPublicity-Number of letters written to make inquiries and solicit members, 2,000.\nThe committee feels that its greatest service this year has not been in\n\nincreased membership of the National Association, but in the publicity\nwhich has been given it by the two thousand personal letters which have\nbeen sent out. This opinion is based upon types of replies which show an\nastonishing ignorance on the part of many educators not only with regard\nto the National Association of Deans of Women, but with regard to the\nactual work of a dean. The requests for information have been highly\ngratifying.\n\nMembership data-1. Number of members of National Association, 784.\n2. Increase in membership over last year, 353.\n3. Hope is for 1000 members .\nState organizations-1 . Findings .\n\na. Number of States given some assistance in organization, 5.\nb. Number of States organized, 23.\nc. Number of unorganized States having deans' programs in connection\nwith other organizations, 2.\nd. Number of regional organizations, 2.\nWestern Conference.\n\nInland Empire.\n\ne. Number of city organizations, 6.\nNew York.\n\nChicago.\n\nPortland, Oregon.\nSeattle.\n\nOklahoma City.\nHouston, Texas .\n\n2. Nature of assistance desired by States.\na. Information on State organization, programs, specific problems that\nthe various States are working on .\nb. Assistance in getting speakers.\nc. Articles that outline work of deans .\n\nd. Help college presidents and superintendents see the need of sending\ndeans to the national meetings of Deans of Women.\n\ne. Inspire deans with professional pride.\n3. Movements in the States for placing deans in high schools.\na. Sixteen States have definite movements, fostered by :\n1. State Deans' Association.\n\n2. State Federation of Women's Clubs.\n3. State Teachers' Associations .\n4. State Boards of Education .\n5. Councils of Administrative Women.\n6. Parent Teachers' Associations.\n\nb. Growing public opinion back of this movement.\n\n"}
{"page": 439, "printed_page": null, "text": "+1+\n\nNATIONAL EDUCATION ASSOCIATION\n\nRecommendations-1. That ways be devised to establish closer rela-\n\ntionship between the National, State, regional, and city organizations.\na. The committee suggests that the National select certain problems of\ndeans for study, distribute them among these various organizations and provide a place in its program for reports of such studies.\n\nb. It suggests also that the Membership Committee be given a few pages\n\nin the forthcoming bulletin to furnish information about types of State\norganizations, to print a few representative programs, and to list a few\nspecific problems that State organizations are studying.\nc. To propose that all State organizations be urged to make approaches\nto State high school principals' associations to secure a place on their programs in order to present the work of high school deans.\nUnless this closer relationship is maintained the time is coming when\nthe National organization will find itself so duplicating the programs of\nthe smaller organizations of deans that its influence and power will be\nweakened.\n\n2. That the Membership Committee be given authority to prepare some\ntype of publicity material, giving a little history, the purposes, etc., of the\nNational Association. The lack of this has been a real handicap to the\npresent committee.\n\n3. That the Membership Committee be given more direct association\nwith the Executive Committee to keep in closer touch with the ideals and\n\nplans of the Association.\nHonorary membership-With appreciation of their significant service\nto education and to the education of women in particular, the committee.\nrecommends that the title, Honorary Member, be given to :\n\nDean Emeritus Ella McCaleb, Vassar College .\nDean Emeritus Mary F. Farnham, Pacific University.\nDeath of Miss Denning-The committee is grieved to report the death\nof one of its members.\n\nMiss Bertha Denning was killed in an automobile\n\naccident the last of January. Her sense of humor, her enthusiasm, her\nkeen judgment, and her devotion to the work of deans endeared her to all.\nHer work as a member of the Membership Committee was untiring and\nmost successful. Her loss is irreparable.\n\nCHARACTER BUILDING\nALEXANDER C. PURDY, PROFESSOR OF PRACTICAL THEOLOGY, HARTFORD\nTHEOLOGICAL SEMINARY, HARTFORD, CONNECTICUT\n\nWhat is wrong with the youth of today ? One of the popular indoor\nsports of our time is to put and to try to answer this question. That is\nto say, it would be a sport were it not for the uneasy feeling one has that\nthe investigation may disclose too much.\n\nIt may turn out that the in-\n\nvestigator is in the position of a heavily defaulting cashier who is compelled\n\n"}
{"page": 440, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n415\n\nto expose the minor irregularities of a clerk. In other words, it is not\nlikely that any of the ills of our time belong exclusively to one period of\n\nlife. These ills run all through life, up and down the age scale. It may\nwell turn out to be less of a sport than a penance to be forced to ask:\nWhat is wrong with youth today?\nMy first answer to this question would be: I never met \"youth.\" I\nwould not recognize this famous figure were I to meet him or her or it\nwalking down the street. I suppose \"youth\" when found will be arm in\narm with \"the average man\" and \"the man in the street.\" And I never\nsaw any one of them. A certain eastern publisher is said to have tuned all\nhis women's publications to a person known as \"the woman in Des Moines.\"\nAt length he sent an investigator to that city to find out through personal\ncanvass more about her. After some weeks of search the investigator wired\nto his chief this somewhat Irish sounding message: \"There is no woman in\nDes Moines.\" One is sometimes caused to wonder if there is any American Youth.\n\nBut there are young persons who face common problems. These difficulties, perplexities, confusions, maladjustments, rebellions, not to call\nany of them by the older term sins, of youth are very real. Is it simply\nrationalizing when one confesses to the conviction that youth as a period\nof satisfactory living has been greatly overrated ? He who sighs for youth\nhas in mind a highly imaginative state of being compounded of the unquestioned healths, enthusiasms, moral capacities, and delightful egotisms\nof youth and the mellow philosophies, gentle cyncisms, generous sympathies,\nand disciplined desires of the ripest maturity. No such youth ever was on\nland or sea.\n\nIt is worth while to ask : What is wrong with young people today ? if we\nare honest and realistic in our investigation; willing to acknowledge the\nsolidarity of all life; and eager to share the implications of our conclusions. It may well seem presumptious for me to raise this question and\nto move in the direction of an answer in the presence of those whose\nmajor responsibility it is to deal with the whole matter I can only hope\nthat an observer's detachment and perspective may have value even to\nthe expert. I once heard Dr. Henry Sloan Coffin define a pastor as a\n\"trained, accredited, trusted friend-at-large.\" I do not know what the\naccepted definition of a Dean may be if there is any, but it cannot be less\nthan \"a trained, accredited, trusted friend-at-large to a community of\nyouths,\" and as such the Dean, at least, has the best possible right to ask\nand to answer the familiar question which we have raised.\nDIAGNOSIS\n\n1. The desire for self-expression-There seems to be pretty general\nagreement as to the diagnosis of the modern situation, at least in general\nterms. The desire for the fullest possible life is at the back of all our\ntroubles. Everybody wants to live, not just exist. The old slang phrase,\n\"This is the life!\" puts everyone's conviction that there are levels of living.\n\n"}
{"page": 441, "printed_page": null, "text": "416\n\nNATIONAL EDUCATION ASSOCIATION\n\nJust now the formula for the attainment of the fullest life is self-expression. This is or at least may be something far more profound than a\nhedonistic desire for gratification on the lower levels of life. The popular\nsong, \" I want what I want when I want it\" is, of course, a counterfeit of\nthe desire for self-expression, although youth may be fooled into dignifying\nsuch an attitude as self-expression .\n\n\"I want to do and be, what I want to do and be, when I want to do it\nand be it,\" is, rather, the watchword of a certain tidal movement which\nis moving our life from top to bottom. In all the arts this attitude is\n\nmore or less influential. Music, for example when thus conceived, becomes\nnot the discipline of sitting at the feet of great masters, of studying the\nthemes they have developed, and then, at length, of developing in turn\nsome theme in their manner, but music becomes the business of exploiting\none's own moods and emotions .\n\nIf theme there should chance to be, well\n\nand good, although probably a real theme would seem a somewhat suspicious\nfactor to be well disguised. But no more the patient, diligent, laborious\ndevelopment of great ideas. So also in painting, sculpture, poetry, literature.\nIt would not be fair to say that we do not find a genuine desire to expound\nlife through the arts but rather that we discover a theory in the ultra\nmodern aspects of them that by exploiting one's own insides we come at\nlife.\n\nIt was not so long ago, measured in years, that Mr. Dooley could caricature education in the following fashion. \"Nowadays the prisidint of\nthe institootion invites the studint into his private office and handin' him a\nturkish cigaret sez, 'And, now, me dear boy, what particular branch of\nlarnin' would ye like to have studied fer ye be one of our compitint perfessers. \" But Mr. Dooley could scarcely caricature education in that direction today. He would be more apt to write the president down as saying,\n\"And now me dear boy, what particular branch of larnin' , if any, would\nye like to study fer yeself today.\" If the principle of self-expression has\ndone nothing more than reverse the caricatures upon education it has\nscored heavily.\nIn manners the same influence is discernible.\n\nSometimes one feels that\n\nthe older generation is more deeply wounded by the younger at this point\nthan elsewhere. Party calls, bread and butter letters, any sort of respect\nfor host and hostess, or even for the property of the same, these little and\nlarger niceties are memories of life on another planet.\n\nIn religion, every man his own theologian and a new crop of fancy\nreligions harvested yearly .\n\nAs for dress !\n\nPerhaps here one begins to suspect that self-expression is\n\nnot the sole factor in the situation. For self-expression in matters of dress\n\nis discovered to be a remarkably standardized article.\n\nDid President\n\nCoolidge really suppose that his words to certain college boys, recently\ngiven wide publicity, advising them to wear suspenders in order to keep\ntheir trouser bottoms from dragging, would be heeded ? Certainly not.\nCertain selves, belonging to trousers makers or male fashion editors, have\n\n"}
{"page": 442, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n417\n\nnot yet found expression in that direction. When the word comes to\n\"Shorten Trousers,\" it will be obeyed as promptly as \"Squads Right! \"\nand the selves of innumerable youths will suddenly find expression, more\nadequate expression, in shorter trousers.\nThe exploitation of sex and the sexual instinct has sought recognition\nand dignity under the head of necessary and proper self-expression. An\nEnglish writer wisely asks, \"Is it certain that this obsession of sexuality\nwhich marks the literature of our age is really the expression of a natural\nhuman instinct? Is it not due to the repression of wholesome instincts and\nemotions by the mechanization of modern industrial life? Every child\nis born into the world with the creative instinct of which the sexual im-\n\npulse is one manifestation. This instinct seeks expression in a thousand\nways-industry, art, music, invention, discovery, adventure, sport, conquest,\nachievement. In adolescence it comes into consciousness. In normal, natural conditions it leads to courtship and marriage. This wholesome sexual\nlove differs entirely from sexual lust. Lust is self-regarding; love is altruistic. In sexual lust only one instinct is involved; in sexual love that\ninstinct is qualified, disciplined, and ennobled by many other instinctsthe paternal, the tender emotion, the spirit of self-sacrifice, and the responsibility of a home.\". This is an account of the normal activity of sex.\n\"But,\" this writer continues, \"the hideous developments of modern civiliza-\n\ntion alternately repress or stimulate by abnormal conditions. In England\na million young men in the army, navy, shops, and offices are unable to\nmarry when nature suggests it. They are often denied wholesome exercise\nand enjoyment. Other factors are commercialized vice, unwholesome food,\n\ndrink, and habits of life, dull monotony of mechanical work, drab monotony\nof dreary streets and a degraded architecture, and extremes of poverty and\n\nwealth. And then when they have by a thousand inhibitions and repressions forced vigor into erotic channels, men say that we are dealing with\na natural instinct.\"\n\nBut what does all this mean in terms of the life of the privileged groups\n\nof young men and women who come to our schools and colleges ? Surely\nthis is not a picture of their lives ? Certainly not, but on the stage, on the\nscreen, in the novel, even in the classroom and library (for Freud spent\nhis life in ministering to abnormal cases of perversion in one of the most\ndegenerate of the capitals of Europe in an age of luxury) this twisted\npicture of sexual life confronts them and sex, which is, when normal, powerful enough, becomes imperious and is rationalized as self-expression .\nII. The revolt against external controls-When one turns to the other\n\nside of this world-wide movement for self-expression he finds the label,\nWorld-wide movement against external authority. These two belong together. So long as external, institutional authority prevailed self-expression was limited by the walls of institutionalism. The desire for self-expression is not new but wider scope for such expression has come with the\ncrumbling institutional walls. An observer has well said, \"We of today are in a transition stage, passing from the level of arbitrary in\n\n"}
{"page": 443, "printed_page": null, "text": "418\n\nNATIONAL EDUCATION ASSOCIATION\n\nstitutional control to the free rational control of life. If the older control\n\nhas been weakened, the new control has not yet organized itself. We are\nnot under law, but under grace. The world is just finding that out, and\nmany, in the first flush of freedom from the old restraints, act as those did\nin St. Paul's day who plunged the more deeply into sin that grace might\nabound.\" That \"external authority no longer inspires awe and submissive obedience\" does not need detailed substantiation or documentation.\n\nIt\n\nis the commonplace of our daily thought and talk. Family, church, Bible,\n\nschool, statute law, and constitutional amendment-every form of authority\nrecognized in another day seems weakened.\nA Bible class of senior boys in a New England preparatory school\nbrought this home to me the other day. We were discussing the Beatitudes.\nDo the Beatitudes correspond to your ideal of character ? I asked them.\nThey were prompt and unanimous in their No! That the Beatitudes appear in the Bible, that they are the words of Jesus, that they have the\nsanction of the Church, and in the case of these boys of their Homes ;\nthat the discussion was on a Sunday morning, in the Principal's office, in\nthe presence of the School Minister, none of these forms of authority, so\npotent in another day, seemed to be operative. Nor were these boys in a\nstate of conscious rebellion against them. They were simply ignoring the\nexistence of such institutions.\n\nAnd only as the Beatitudes were inter-\n\npreted in terms of their own experience, as laws operative in their own\nminds, and as applicable to their daily relationships, did they gain any authority over them.\nIII . Mob-mindedness and the stratification of society on the basis of\n\nage-Of the minor aspects of this major situation-that is, the desire for\nself-expression and the revolt against authoritarian institutionalism-I\nmention two. The loosening of institutional sanctions before we have\nput into operation any other form of control has contributed to mob-mindedness. Our own country is swept by crazes as never before. That we\nactually crave some form of group authority is shown by the avidity with\nwhich we accept social suggestion. The tidal movements of society seem\n\nto be increasingly potent. This may be largely due to accelerated intercommunication and to many other factors, but the breakdown of external\nforms of authority is, I believe, one factor. We seem to be but feebly successful in producing anything like adequate critical opinion. If one were\nto criticize the young people of today-so far we have sought to diagnose\nin general terms-it would be their failure or our failure to produce independent critical opinion. The student mind seems no more capable of\ncriticizing its own institutions and standards than does the public mind.\nStudent life is accordingly regimented and standardized almost as completely as business or professional life. European observers have recently\ncommented upon this standardization. It is due to the operation of the\nsame ambitions in student life as obtain in business or political circles. We\nhear this sort of judgment: The European student attends the university\nto develop himself; the American student to distinguish himself. The\n\n"}
{"page": 444, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n419\n\nfraternities and societies and class organizations practically compel conformity to type. Athletics powerfully operate to the same end. Passionate, unquestioning loyalty to the team, regular attendance at all games,\nis the unwritten law of the campus. The small college which has prided\nitself upon attention to the individual and his development is particularly\nsubject to this form of mob-mindedness, for when there are but few students the unquestioning support of all college enterprises is even more important and the pressure upon the individual to conform is correspondingly\ngreater. The very lack of privacy which passes current as camaraderie, all\ndoors wide open or to be opened with scant ceremony, is an item in this\nprocess of regimentation.\n\nAll this is but to say that the forces which make for mob-mindedness\ndo not stop outside the college gate. With the loosening of other sanctions\ncomes the tightening of the undefined authority of the group, although I\n\nam not prepared to say what, if any, causal relationship exists between\nthese two sets of facts.\n\nAnother aspect of the situation is the increasing tendency toward the\nstratification of society on the basis of age. I suppose this too has an\norganic relationship to the other factors. At any rate, with mob-mindedness and the relaxation of external controls youth increasingly flocks with\nyouth. This is to me one of the melancholy features, if one is justified in\nthinking of any factor in the total situation as melancholy, of our present\nhuman situation. We were just beginning to lay this spectre of age, reckoned in terms of years, and to judge people by their mental and spiritual\nvigor. What a false criterion of fitness age in years often is. One of the\n\nfinest pieces of practical statesmanship I have ever known was the work\nof a man past ninety. He did what men half his years had not the insight\n\nnor the faith nor the energy to achieve. We had begun to believe that\nonce one achieves maturity he has a better chance to live a full life as long-as\nhis physical powers permit, than ever before in history. There are no\nchimney seats nowadays for grandsire or grandmother. In fact, these two\nhad begun to seem like mythological figures so far as anybody now living\nis expected to fit into the traditional rôles. And then at this happy moment\nyouth begins to insulate itself from maturity.\nOf course, it is nothing new for youth to insulate itself from maturity\nby its sophistication.\n\nThat is to be expected.\n\nMark Twain once said\n\nthat when he was seventeen years old he could hardly stand it to be with\nhis father because his father was so ignorant; when he was twenty he\nnoticed that now and then his father said a sensible thing; and when he\n\nwas twenty-five he was amazed to discover how much his father had improved in the last eight years. That attitude we expect. We smile,\ncrookedly, and welcome those birds as they come home to roost. But the\n\ndisconcerting factor is that our modern youth so rarely expose themselves\nto the ignorance of their parents. They have no chance to hear the sensible\nremark that mother makes now and then when they are twenty, and little\nopportunity to remark upon father's improvement when they reach twenty\n\n"}
{"page": 445, "printed_page": null, "text": "420\n\nNATIONAL EDUCATION ASSOCIATION\n\nfive. I have a friend who has purposefully purchased an exceedingly inaccessible spot for the erection of a summer home. In the summer time he\nremoves his family, in toto, to that spot, by force, stratagem, or otherwise\nand there they live as a family for six weeks. They find it most satisfactory.\nBut inaccessibility is increasingly rare.\nI have been trying to state in terms that command a fair degree of assent\nwhat the general situation is, under the captions: the desire for self-expression, the revolt from authority, the tendency to mob-mindedness and the\naccompanying stratification of society on the basis of age. We now proceed to calculate gains and losses.\nIV. Gains and losses-First of all the gains. Dean Hawkes, of Columbia, has put them well: \"No one can be intimately familiar with the youth\nof today without realizing the fact that some of the finest fruits of the\nspirit are encouraged by this freedom from restraint and this attempt to\nexpress what is actually felt by the individual. And they are not the outstanding characteristics of our fathers. The virtues of frankness, freedom\nfrom hypocrisy and cant, independence, self-reliance, and ambition are developed in a finer and more vital manner by our youth of today than ever\nbefore. Our younger generation is trying to work out its own life, to express its own thoughts and ambitions as they actually exist in their own\nsouls rather than under the guidance or suppression of dogmas imposed\nfrom outside.\"\n\nDean Hawkes goes on to put the problem in a striking figure :\nWe have learned in recent years that the atom contains a number of so-called\nelectrons, which are darting to and fro with almost inconceivable speed and in\n\nquite unpredictable directions. The motion of these smallest of particles is called\nnon-coördinated, because it seems to be entirely without relation to any motion of\nthe mass of which they form a part and quite incapable of description in terms\nof laws or principles. These electrons, as they rush back and forth, are as irresponsible to law and order as any member of the younger generation. Now\nwhen a gas-like steam is confined in a cylinder, the pressure of steam on the\npiston is due to the impact of these electrons, which bombard the walls of the\ncylinder with a perfect fusillade of firing. The higher the temperature of the\ngas the faster they work. But all in a perfectly haphazard manner so far as the\n\nindividual particles are concerned. Each electron is expressing itself regardless\nof any other electron, rushing first in one direction, then in another. But what\nis the result ? Notwithstanding the haphazard way in which the bombardment\nin the interior of the cylinder seems to be taking place, this bombardment actually\nmakes the piston rod move, and that in accordance with one of the simplest laws\nof physics.\n\"The same God that coördinates the motion of electrons is Lord of the human\n\nspirit. All of the erratic and uncoördinated tendencies so prevalent today will\n\ncertainly be synthesized, to the end that order and simplicity will result.\n\nThis\n\nis a statement based on faith; a faith that can neither be demonstrated nor argued\ndown.\"\n\n\"There is, however, one great difference between motion in the atom and in\nour society. We are not electrons. We can help God to do his work of coördination. Even if we couldn't He would do it just the same. But it would involve\nmore human suffering and require more time. What can we do about it ? \"\n\n"}
{"page": 446, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n421\n\nTHE NEED FOR A NEW TYPE OF CONTROL\n\nI. Self-expression inadequate-Dean Hawkes has put in the figure of\nthe electron, its likeness to and difference from the younger generation, the\nreal nature of our problem, the modern statement of the problem of character building. It is our privilege to assist in the discovery of a new type\nof control for society and the individual, a new principle of integration ; to\ndo for this new time what powerful institutional controls have done in\nanother day ; and to build up new institutions which shall embody this\ndiscovery.\n\nThe principle of self-expression, narrowly conceived, is not adequate.\nFor two reasons . First because the involved and highly complex character\nof modern society renders an exaggeration of the trial-and-error method\nfar too costly. If the virtue of the younger generation is frankness, honesty,\nlack of hypocrisy, its vice is selfishness. Not of a petty, insignificant sort\nbut selfishness elevated to the dignity of a philosophy and stated in the\nterms of the technical jargon of a half dozen sciences. One may have the\nfaith which Dean Hawkes expresses that this process of trial-and-error, of\n\nknocking heads together like so many non-coördinated electrons, will\neventually drive the piston rod of society and move us onward. But it is\nequally possible that chaos will be the immediate result. We cannot help\nhaving an intense interest in what happens in our time. We are concerned\nwith our place in this new integration. I quite share the faith that\neventually the eternal purposes will prevail. But what will our part be ?\nWill we share in this new and better life, or will we simply be plowed\nunder?\n\nSelf-expression, as a principle of life, tends to insulate the individual\nfrom the very experiences that develop a self worth expressing. The\nadequate self is not developed by saying, \"Go to, now I will express myself. \"\nMuch of the crudeness which is manifested in the revolt against authority\n\nis the result of self-consciousness in self-expression. And self-consciousness\ninhibits the very growth of personality which expression seeks to stimulate.\nFor example, no one is such a bore as the person who is ever seeking to give\nforth his ideas, his observations, his theories. The person who consciously\nseeks to express himself is insulating himself from the very social experiences which develop a self worth expressing. Youth in its revolt from\n\nall external authority often cuts itself off from personality-building experience.\n\nThe relation of parent, teacher, minister to youth is often\n\ntragically misinterpreted at this point. Youth seeking expression interprets\nmaturity as attempting to prevent it and to narrow its life. Maturity\nsceking to enlarge the contacts of youth with the stuff of which selves\nare made interprets youth as narrow and dogmatic, the last charges which\nyouth would bring against itself.\nII. Finding life through losing it-The way out of this impasse was\n\nput in classic form centuries ago, \"Whosoever would save his life shall\nlose it and whosoever shall lose his life for my sake shall find it.\" Finding\n\n"}
{"page": 447, "printed_page": null, "text": "+22\n\nNATIONAL EDUCATION ASSOCIATION\n\nlife by losing it for worthy ends this is the supreme need of our society\ntoday. Such a principle operative in life will build character, integrate\nsociety, and make for the kingdom of heaven upon earth.\nBut to say this is only to state what Professor Hocking calls \"the very\n\ntrue.\" Of course a sacrificial temper would do what needs doing. Nobody denies that. It is axiomatic. If men would live by the golden rule\nour troubles would be over. We are so fond of the platitudinous. But\nhow are we to create this new spirit and attitude? This is our problem.\nIII . The failure of moral didacticism and repression-We have learned\nthat our primary task is not moral didacticism. The intellect no longer\nrules. It may reign, like King George, but a parliament of passions is in\nactual control. A modern writer has cleverly compared man to one of\nthose volcanic islands in the Pacific, a little surface soil, that is his reason,\n\nthen down below hundreds of feet of mysterious formation, that is the rest\nof him. Dr. Kirk, of Baltimore, has used another figure to put some of\nthe findings of psychoanalysis. Our minds are like a city. Certain streets\nare broad, well lighted, and well policed. Other streets are dirty, unguarded, and inadequately illumined. In these disreputable sections are\nsegregated-so we imagine-all the disreputable elements in the mind's population. If one of these undesirables makes his way into the public avenues\nof the mind he is promptly sent back where he belongs (repressed) . But,\nwe are beginning to learn that we are not necessarily through with him. He\n\nhas the adolescent's trait of forming a gang (complex) . Sometimes the\ngang rushes the police and raises havoc in the very center of the city.\nAnd more subtle things may happen. It is very possible for the undesirable to clothe himself in garments of light-indeed for his gang to so\nhabilitate themselves then to saunter calmly by the entire police force,\npassing the time of day; to parade the principal streets as respectable citizens and indeed to become influential if not dominant in the life of the city.\n\nTo drop the figure, we have become pretty thoroughly convinced that\nthe way to build character is not by a direct assault upon the intellect alone\nnor by repressing what seems undesirable. This is not a new discovery\nthough put in a new terminology. Wise men in all ages have known the\nfeebleness of the intellect and the force of the desires.\n\nIt was Anselm who\n\nprayed, \"O Lord our God, grant us grace to desire thee with our whole\nheart; that so desiring we may seek and find thee; and so finding thee may\nlove thee; and loving thee may hate those sins from which thou hast redeemed us.\"\n\nWe have been incited to seek for the moving factors in life. Whether\nthese moving factors rise out of the racial history of the individual or out\nof the social situation we must seek to run them down. And having found\n\nwhat is elemental and basic we will seek to sublimate rather than repress\nit; to move life in constructive directions by the lift of the imagination ; to\ndeal throughout with real rather than with artificial interpretations of personality. Already this technique has got itself into our thinking about\nhuman problems even if we are blundering practicioners in its application.\n\n"}
{"page": 448, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n423\n\nIn the same connection, the endeavor to build character through the discovery and use of interests may be mentioned. People are as interesting\nas their interests. The other day the professor of laboratory psychology\nin a great western university was telling me of a discovery which he has\nrecently made, in fact he was en route to a meeting of his peers to tell them\nof his find. By fastening tiny mirrors to the upper and lower lids of the\nhuman eye and then directing a beam of flickering light upon the eye he\nhad discovered a slight upward movement of the eyeball with every downward movement of the lid, together with a curious elliptical movement of\n\nthe lids themselves. And he had the photographic evidence and showed it\nto me.\n\nAnd he told me that no eye specialist, no physiologist on earth\nknew either of those facts about the eye. His own eyes were alight with\ninterest, and my enthusiasm was kindled at the flame of his zeal. I asked\nhim the significance of these discoveries and he did not know, but he had\nwon his way to added bits of knowledge about that wonderful organ, the\n\nhuman eye. And one can well imagine the resources of character and\npersonality which such an interest has evoked. What patience and industry and zeal ! What a service to society! And all not in the name of\nduty or self-sacrifice but of an absorbing interest. We build character\nthrough the discovery and fostering of worthy interests.\nAnother popular character building technique just now is the development and control of the individual through the deliberative group. We\nhave been quite accustomed to organization as a device for shirking individual thinking or working. But in our national love of organization,\nthere is an idealistic element, a conviction, usually not apparent to be sure,\nthat we will be able to do in an organized formulated capacity what no\none of us as individuals could possibly rise to. And there is that very\npossibility in group relationship. We are far from mastering the technique\n\nof the deliberative group, but it has large possibilities for character building.\nTHE ROLE OF RELIGION IN CHARACTER BUILDING\n\nI. The failure of religion-One turns to religion not so much with\nthe hope of discovering a new and more brilliant technique for character\n\nbuilding as with the hope of interpenetrating techniques already known\nwith apocalyptic fervor; of sustaining efforts already initiated with an\nadequate sanction; of energizing schemes for sublimation and for discovering worthy interests which shall appeal to the moving passions and\nfor developing persons through the deliberative group of energizing such\nschemes with a mighty dynamic. But he is met on the threshold of hope\nwith the fact of the failure of religion.\n\nI recently heard a brilliant young religious leader say that religion was\nnot an important factor in the world today. I think I understand what\nhe meant and in the main agree with him. He did not mean that all that\npasses as religion is to be set down as hypocrisy. On the contrary there\nis far less hypocrisy in religion then we are apt to think. The traditional\ndeacon or Sunday-school superintendent or church pillar of fiction who is\n\n"}
{"page": 449, "printed_page": null, "text": "42+\n\nNATIONAL EDUCATION ASSOCIATION\n\nall rectitude and respectability in certain relations of life but whose business dealings are far from decent, not to say Christian, is not necessarily\na hypocrite. His religion functions but in very limited areas of his life.\nHe is like the counterfeiter who left off his product the statement, Engraved and Printed in the United States Bureau of Engraving and Printing, and was detected because of the omission. When asked why he had\nomitted the phrase he replied, \"Because it would not be true. These bills\nwere not engraved and printed in the U. S. Bureau of Engraving and\nPrinting.\" We smile, but who is not in the same general situation. We\nall of us are endeavoring to maintain certain standards inside social situations which do not operate on that basis.\nOr put it another way. Take the religious experience of conversion.\nAman calls upon the Universe, its Central and Ruling Powers, its God,\nto aid him in a right-about-face. And the Universe responds, however we\nmay explain what happens, it does respond and he gets power to alter\nthe course of his life. But where does this power operate ? It operates in\nthe disturbed areas of his life, and only there. A religious experience does\nnot automatically change a wife-beater into an internationalist. It makes\nhim kind to his wife, and while there may be the basis laid for kindness\nto Germany, he may fail to see the connection between kindness in his own\n\nhome and kindness to a far-off impersonal national entity.\nThis, as I see it, is the explanation of the religious situation at present.\nAt the close of the war there was a widespread, if vague and emotional,\ndesire to see religion operate in wider areas of human life that is, international areas . But there was no adequate basis of knowledge or interest\n\nin such problems. Moreover the forces which had been dominant during\nthe war could not possibly be called Christian. It was inevitable that\nthere should be disillusionment and reaction. This reaction meant, on the\n\npart of many deeply religious people, the turning to familiar applications\nof religion.\n\nIt meant the same thing to many religious leaders who pro-\n\nceeded to turn to fields of doctrine and controversy.\n\nG. K. Chesterton's oft quoted aphorism, \"It is not that Christianity has\nbeen tried in the balances and found wanting, but that Christianity has\nbeen found difficult and never tried,\" is as inaccurate as aphorisms must\nalwaysbe. If Christianity has never been tried in the nearly two thousand\nyears of its history what hope that it ever will be. Christianity, as Walter\nRauschenbusch pointed out, has been tried and has proved workable but in\nthe narrower and not the wider spheres of human relationships. Our task\nis to apply it to these wider spheres which, in our day, press in upon the\nindividual with increasing weight.\n\nII. A religion that functions in the disturbed areas of life-But someone objects, religion is failing today in these very areas of personal morality. But in so far as there is failure is it not because there are not, any\nlonger, areas of \"personal\" morality. If we mean sex, we have seen sex\nto involve such wide matters as housing, dietetics, architecture, amusements, athletics, and indeed the whole economic question. The problem\n\n"}
{"page": 450, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n425\n\nof sex is not just a battle to keep one's self unspotted from the world, it has\nbecome a matter of cleaning up the world.\nWe have not been successful in convicting people of social sin, that is\nto say in creating a sense in need in these wider relationships of life. Religion will never operate there until the individual feels the responsibility\n\nof his own relationships to these wider spheres, and that with a definiteness\nand particularity which the old-time evangelist was able to produce.\nWho knows how to apply the power of religion to social problems. We\ntell youth that it ought to be informed on these problems. We devise\nforms of social service for summer vacations. But the religion of our\nyoung people will only begin to operate socially when they face the question of a personal vocation in terms of their idealisms. One remembers\n\nthe comforting way in which young people have been assured by religious\nleaders that a devout Christian may \"go into\" any vocation. Christ's call\nis to the plow or the counter or the desk or the mine as well as to the pul-\n\npit or the mission station. But the finest type of youth of today is not\ngoing to ask, May a Christian \"go into\" the ministry, law, medicine, engineering, education ? But he will ask, Do these vocations afford an opportunity for the adequate expression of the Christian purpose ? Not, Is it\ncompatible with the successful pursuit of a given profession to devote one's\nleisure to religious activity ? But is the absorbing and all-inclusive business of that vocation fundamentally Christian? Does it offer scope for\nthe expression of the brotherhood in my heart in its daily grind of duties\nas well as in the lofty idealisms of its goals ? Every vocation gives a man\na chance to pick up the wounded and robbed who have fallen by the wayside, but what about the main business which takes him from Jerusalem to\n\nJericho? Is that main business an expression of his deepest purpose ? In.\nthe whole field of vocational choices and vocational guidance religion may\nfunction socially and with power.\n\nIII. Religion and personal values-But religion is and will remain personal in quite another sense than the limiting one of which we have spoken.\n\nThe Christian religion and Judaism have alike conserved personal values\nby finding them at the heart of the universe in a personal God. If it be\nobjected that there are large difficulties in the conception of the personality\nof God in these days, one may answer in the words of a recent writer,\n\n\"The choice today is not between a personal God and something lower\nbut between a personal God and something higher.\" The supreme values\nof our common experience are conserved by true religion in the very heart\nof things. Religion with its reference to the unchanging and the eternal\nset in individual hearts and minds is ever an assurance of the importance\nof people.\n\nPerhaps, at bottom, our failures to help youth find itself and win its\nway to character are due to the fact that neither we nor they care deeply\nenough about people. I don't mean their souls. I have had people express great solicitude for my soul who didn't care a penny about me as me.\nThey had not known me long enough to care about me. They could only\n\n"}
{"page": 451, "printed_page": null, "text": "426\n\nNATIONAL EDUCATION ASSOCIATION\n\ncare for some abstraction denominated a soul. If it is that soul which the\n\npsychologists have abolished they can have my vote if the subject is ever\nputto a referendum.\n\nBut I mean the amazing almost incredible concern which Jesus of\nNazareth manifested, with such calm realism. Here is a rich young ruler.\nSeehim rush up, \"Good Teacher, what shall I do to inherit eternal life?\"\nJust such a youth as anyone knows. All unexhausted if unorganized as\nto powers. Hot with ambition and energy, if self-centered. It brings a\nlift of emotion to anybody's heart to visualize him, clean, strong, yet\ntroubled. \"And Jesus looking upon him loved him.\" And so an embrace? No! the surgeon's stroke! Here is a case of ingrowing religion.\nFinger too often on the pulse. \"As a man who does not suffer from headache forgets his forehead and a man who does not suffer from toothache\n\nforgets his teeth so the righteous man thinks not of himself,\" runs the\nJapanese proverb. Negatively, you need to cut loose from the things\nwhich entangle you. \"Go sell whatsoever thou hast and give to the poor.\"\nOr see Him deal with quite a different sort of character, Zacchaeus, the\n\nrich and presumably unscrupulous tax collector of Jericho. Not a suggestion of the surgeon's knife here. His attitude is all friendliness, all\nfellowship, all tact, and exquisite courtesy! Not a word about graft in\nJericho, no reference to taxes or to what an elegant house Zacchaeus\nmanages to maintain. For love that costs is a marvelous remedy and\nZacchaeus knew what it was costing. The enmity of his neighbors was\nbitter enough to him, but that Jesus' should share it-this was a surgeon's\nknife indeed. And the very matters which Jesus had avoided came unprimed to the lips of Zacchaeus. \"Behold, Lord, the half of my goods I\nwill give to the poor; and if I have wrongfully exacted aught of any man,\nI will restore it fourfold.\"\n\nNothing can ever supersede, in the building of character, personal dealings like that which are wise as the serpent and harmless as the dove.\nOrganization and technique and theory can only at best afford ways and\nmeans for such opportunities.\n\nNEW DEVICES AND DESIRES IN COLLEGES FOR WOMEN\nADA L. COMSTOCK, PRESIDENT, RADCLIFFE COLLEGE, CAMBRIDGE\nMASSACHUSETTS\n\nA year or two ago when President Meiklejohn set forth with great\nvividness the incompatibility of democracy and distinction, especially in the\nfield of education, he defined as a conflict what seems to me to be rather a\nmatter of direction of effort and development. Local conflicts and disturbances there are between the old and the new, the conservative and the\n\nradical; single champions there are like Mr. Meiklejohn himself, but the\nadvances and retreats of any tendency in education as a whole seem to\n\n"}
{"page": 452, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n+27\n\nme more like those of a tide than of an army. For a time the great mass\nrolls slowly, irresistibly, in one direction; and then, less as a result of opposition than of the attraction of another force, it retreats and rises else-\n\nwhere. Such an ebb and flow seems to me to be common in all great\nhuman institutions in which the opposition is not so much between good\nand evil as between various forms of good.\n\nWhen the flood reaches its height, however, it is sometimes hard to believe that it will ever subside, and that height, in the democratic tendency\nof education, we have just been seeing. For two or three decades, now,\nthe effort at standardization has been to the fore. In the beginning, so\nfar as colleges are concerned, it directed itself to the useful function of\ngiving a well-defined significance to the bachelor's degree. Lists of firstrate colleges were compiled and changed overnight, as one institution after\nanother managed to comply with stated requirements. As a necessary part\nof the standardizing process, standards of admission to college had to be\nmade uniform; the amount and quality of work required for the degree\nhad to be specified and made equivalent. The number and scholastic dis-\n\ntinction of faculties, the physical equipment of the college, the amount of\nendowment, the provision for the living arrangements and social life of\nstudents-all these things were discussed and analyzed, and standards were\nset to which a college must rise if its graduates were to be fully accredited\nmembers of the academic world. When I was a young girl, to transfer\nfrom one college to another meant, almost invariably, the loss of a year in\nacademic rating. Today, such transfers take place with constantly increasing facility; and an effort is now being made to enable students to\nspend a year in foreign universities without losing step with their classes\nat home. The aim of all good deans and presidents has been to make\nsure that in no respect were their colleges failing to measure up to the\nstandards set by their competitors ; and equivalency has in most cases been\ntaken to mean uniformity. College courses have sometimes seemed to me\nto be tending to become like Ford cars in that the parts could be had anywhere.\n\nThis tendency to uniformity has been accelerated, in the last few years,\nby the vast number of students crowding into the colleges. The besieged\ninstitutions have had the realization that the rapidly increasing horde\nmight become a mob, might, both through numbers and through heterogeneity, lower the standards hitherto maintained ; and in this fear they have\n\nhad to develop with great speed an improved organization and a more careful definition of standards. The common problem has led to much exchange of ideas and devices at all educational meetings and conferences ;\nand the whole effect has been not only an increase in the feeling of brotherhood among the colleges, but a decided increase in what one may call the\nfamily resemblance. Standardization, so far as easily measurable standards\ngo, in entrance requirements, in methods of grading, in schemes of study ,\nin modifications of the elective system, and in requirements for the degree,\nhas attained to an amazing completeness. As President Hopkins pointed\n\n"}
{"page": 453, "printed_page": null, "text": "428\n\nNATIONAL EDUCATION ASSOCIATION\n\nout not long ago, there are at present about 600,000 students in our colleges\nand universities today. So far as the printed menu goes, they are getting\na table d'hôte dinner, varied but little the country over.\nYet all the while the force that will cause this tide to ebb and another\n\nto rise has been slowly gaining strength. Where it began I do not know;\nbut if I may cite an experience of my own, I shall be giving, I think, an\nexample of a frequent occurrence. For many years I had been one of\nthose who fought for the establishment of a better-defined college entrance\nrequirement in English. The methods in use obviously admitted students\nwho were deplorably ignorant of the simplest principles of composition.\nThey could not spell, punctuate, compose sentences and paragraphs, or\nmake a coherent plan. The fault seemed to me to be in the lack of drill\nin the schools, and the indefiniteness of the standard set for admission to\ncollege. Conditions improved gradually, the schools concentrated upon\ncorrectness in expression, and the day came when I faced a section of\nFreshman English, the members of which made fewer illiterate or careless\nmistakes than those of any section I had ever taught. The machine had\nworked; but it had worked, so far as that group was concerned, in an un-\n\nforeseen way. In all my teaching experience, I had never encountered so\nwooden and unresponsive a class. They were little Gradgrinds. The life\nhad been drilled out of them, or rather, out of the subject and to resuscitate\nit was like trying to raise something from the dead-a process, I might say,\nvastly different from that of inducing a seed to sprout.\nThe various dissatisfactions implicit in such a situation were bound in\ntime to find expression in a new movement, the nature of which would\ndepend upon the nature of the dissatisfactions themselves. They were not,\n\nin this instance, attributable to any one teacher or to any school or group\nof schools, for the class was widely representative. They were not attributable to the height of the standard set by the college. It is certainly\nnot too much to ask that young women of seventeen or eighteen should be\nable to write correct and orderly English when they enter college. The\ntrouble lay, and in most instances of the sort will be found to lie, in the\n\ndreadful literalness of the aim which has been set-the dreadful uniformity,\n\ntherefore, of the result. It was, in part, the outcome of what Mr. George\nVincent called in a recent address the convoy system of education, in which,\nas in a convoy, the pace set is that of the slowest member of the group ;\nand in part of concentration upon the effort to bring large bodies of student;\nall over the country to the uniform fulfillment of a common requirement.\nThey had not ordinarily worked too hard. On the contrary, many of them\nhad not worked hard enough. They had not been given too much to learn.\nMany of them had not been given enough. In a word, standardization\nhad, in the day of its triumph, overshadowed education.\nAnd so, slowly at first, began the swing back to the consideration of the\n\nindividual. In this paper I am going to run over briefly some of the comparatively recent efforts which have as their object the study and develop-\n\n"}
{"page": 454, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\nment of the individual.\n\n429\n\nThese efforts are not confined to the women's\n\ncolleges by any means; but for the sake of definiteness I will speak of them\nonly as they are going on in the women's college, and shall have in mind\n\nonly eight of those colleges-Wellesley, Vassar, Smith, Mount Holyoke,\nGoucher, Barnard, Bryn Mawr, and Radcliffe. They are devices of which\nmuch has been said and written, though they are still young and in the\nexperimental stage; but perhaps to survey them in one paper and as an\nexemplification of one tendency may revive discussion.\nThe most direct answer to the teacher's plea for aid in getting back to\nproper consideration of the individual was-as befits an age of standardization-a standardized test, an intelligence or psychological test. How\ngenerally these tests are used in this country I do not know; it is said that\nninety-five institutions gave these tests to thirty-seven thousand freshmen\nlast fall. Of the eight women's colleges I have in mind, seven give them to\nnew students, and in one of these instances the test is accepted as a substi-\n\ntute for entrance examinations. Everywhere, so far as I know, their results are accepted somewhat tentatively, and, in general, such tentativeness\nis earnestly besought by the psychologists who devise them; but their usefulness to boards of admission, to vocational and personnel bureaus, and\nto those who advise and discipline students seems to be beyond dispute.\nSometimes the evidence they give confirms helpfully a judgment arrived at\nby other means. Sometimes, just as wholesomely, their findings introduce\nan element of doubt and bring about a more careful weighing of a student's\ncase. Often they suggest definite and practical advice for a student who\n\nknows that in some way she is poorly adjusted to her college surroundings\nand duties, but who cannot identify her defect. Sometimes they assist\ndeans in smoking out the extremely able who might otherwise drift through\ncollege undetected. To the vocational adviser or the adviser on choice of\nstudies, they give, at any rate, a starting point for discussion of the student's\ntastes and aptitudes. Some one is quoted as having given the following\nreasons for applying these psychological tests to college students: ( 1) Selection of students for admission, ( 2) classification of students according\nto ability, ( 3 ) measuring the results of instruction, (4) determination of\nindividual abilities and aptitudes, (5) coöperation with placement bureaus,\n(6) diagnosis of failures, and (7) scientific evidence of individual differences.\n\nTo these might well be added an eighth the establishment in the mind\nof the teacher or adviser or dean of the realization that the student in\n\nquestion is an individual requiring individual attention. There are a num\nber of psychologies to be considered in the process of education of which the\n\nstudent's is only one ; and a device which influences so wholesomely the\nmental attitude of the teacher or adviser cannot be without its uses .\n\nPerhaps in this regard it is as well that these tests are known to be far\nfrom infallible. Theodore Roosevelt is said to have remarked in a moment\n\n"}
{"page": 455, "printed_page": null, "text": "430\n\nNATIONAL EDUCATION ASSOCIATION\n\nof humility that he was the possessor of a mediocre mind highly energized.\nExamples less extreme may be found in any college where students rated in\nthe lowest tenth by the psychological test are occasionally in the highest\ntenth in actual achievement. The realization that not only some of the\nfinest but some of the most practically effective capabilities of the mind defy\nmeasurement causes the college officer to proceed with a wholesome wariness.\nMeanwhile the tests are given more and more generally; and the College\nEntrance Examination Board is likely soon to include one in its program of\nexamination.\n\nVocational advising, so far as women students are concerned, had its be-\n\nginning also in a desire to provide for different aptitudes in individuals. In\nthe first decade of this century, when the women in colleges and universities\nbecame quite suddenly not only much more numerous, but also much more\ndiverse in type, the lack of variety in the occupations open to them became\napparent. Law, medicine, and the ministry were open in a sense, but had\nsuch special handicaps for women that only those who had an unmistakable\ncall went into them. Social service was still much more of a charity than\na profession and rarely offered a means of earning a livelihood. Other\noccupations were uncharted and the ways into them unknown; and teaching\nwas the almost inevitable resource of the college-bred woman who must\nearn her living. The disadvantages of this situation both for the teacher\nand the taught were obvious; and those of us who were deans and advisers of\n\nwomen students began to make local investigations of other occupations fitted\nfor women. I remember well a week of the Christmas holidays in 1911-12\nwhich I devoted to such an investigation in Minneapolis and St. Paul.\nThe temperature that week never rose above zero ; but better than the tem-\n\nperature do I remember the complete though courteous discouragement with\nwhich I was met in many quarters. The department stores were particularly impregnable to the suggestion that they might offer a field of usefulness for college-bred women, not foreseeing that inside of ten or twelve\nyears they would be eagerly looking for just such candidates.\nThree definite steps lay beyond such local and superficial studies as mine :\n(1) A study of the whole field of occupations open to women either actually or potentially; (2) An analysis and tabulation of the ways into each\nof these occupations-the requirements for success in personal characteristics\n\nand in training ; and (3) The application to the individual case of the facts\nthus established.\n\nThe effort to accomplish these ends has brought about in the last ten or\n\ntwelve years a kind of welter of attempts both inside and outside of the\ncolleges. Books have been written, bureaus have been established, committees have been formed. Certain occupations, such as work in banks, for\ninstance, have had a temporary vogue. The war, with its substitution of\nwomen for men in certain positions, opened new doors, many of which closed\nagain when the specific occasion ceased to exist. It is curious to note how\n\n"}
{"page": 456, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n431\n\nlittle change in the outward appearance of the world has, after all, taken\nplace. Teaching, nursing, and house work are still chiefly done by women.\nThe business of the world and the professions thereof are still almost exclusively in the hands of men. Wall Street is thronged with men and\nFifth Avenue with women. Nevertheless, a great change is noticeable in\nthe attitude of mind of the girl in school and college. She no longer thinks\nof an occupation as something to be considered only by those who are forced\nto work by financial necessity. She no longer regards teaching as being the\nonly field of work open to one without special talents. This may seem an\ninconsiderable result for so much effort, yet I sometimes think that it may\nwork in time tremendous changes in the constitution of our society.\n\nMeantime, though bureaus of occupation outside the colleges have come\nand gone, within the colleges they have constantly gained ground. Perhaps\na word or two may be said about the line of their development.\nThe Appointment Bureau obviously looks in two directions. It is concerned with the world outside the college and with the opportunities it\naffords for graduates. From this point of view it needs to keep in touch\nwith business, the professions, and the industries. It needs to inform itself\nconstantly of the training which they require and of the gateways by which\nthey are most accessible to women. As a practical matter, the placements\nwhich have been made must be followed up and connections kept with firms\nand institutions which offer advantageous openings for women. The Director of the Bureau feels that she needs a corps of field agents. The information so accumulated should be presented in some easily assimilated\nform to students in college, usually in lectures, with opportunities for the\nquestioning of the lecturer afterwards. The Director conducts a lecture\nbureau or an institute. For many of the occupations it is important that the\nundergraduate should secure a foundation in college by electing the right.\nsubjects, perhaps to the extent of choosing her major in a given field. At\nthis point true vocational advising comes in with all that it implies in the\nway of knowledge of the student, her health, her social background, her\ntastes, her aptitudes, her character; and it is precisely at this point that the\nAppointment Bureau merges with the personnel research bureau, fully\norganized only at Vassar but hinted at in the development taking place in\nthe other colleges. Somewhere in the college, we are told, all that is known\nabout a student should be brought together. The bureau at Vassar states\nthat it keeps on file the following material : ( 1 ) Group measurements of\ngeneral intelligence, (2) Individual measurements of problem cases, (3 )\nEstimates on various social, emotional, and intellectual traits, (4) Questionnaires giving self-analyses, (5) An emotional stability questionnaire, (6)\nAbridged report of medical examination, (7) Academic achievement record,\nand ( 8) Entrance record and academic record, quantiler and rank orders .\n\nOf the eight colleges listed, all but one have occupation or appointment\nbureaus.\n\nIn all some vocational advising is done either by the bureau or\n\n"}
{"page": 457, "printed_page": null, "text": "432\n\nNATIONAL EDUCATION ASSOCIATION\n\nthrough a committee associated with the bureau, or through the dean's office.\nIn some the connection with the occupational field is maintained by the\nsystematic bringing in of an expert from outside. In general, I am inclined\nto think that the tendency is toward resigning to an outside organization\nsuch as the Bureau of Vocational Information the keeping in touch with\noccupations in general ; and toward making vocational advising within the\ncollege a part of an effort to help the individual to attain her fullest development. Dr. Peters, of Goucher, concludes an address on A College\nVocational Guidance Program with these words: \"But it can no longer be\nin doubt that vocational guidance in the college is not only a window\nthrough which the college student looks out into the world, but is one of the\ncoöperating agencies for the attainment of education.\"\nI have already spoken of the ill effects of what Mr. Vincent called the\nconvoy system of education. Observers, both foreign and domestic, of our\ncollegiate education have frequently objected to our comparative neglect of\nthe ablest of our students. What the final effect of such neglect is on the\nstanding of scholarship, on the teaching profession, and on the tone of our\nsociety is a matter for discussion and conjectures. Within the colleges it\nis certainly true that too few of those whose capacities were obviously first\nclass have found in scholarship an outlet for their energies and ambitions.\nThere are few colleges, of course, in which high attainment has not been\nrecognized in one way or another-by election to Phi Beta Kappa, or by the\nconferring of the degree cum laude. Such honors have been based on average grades in regular courses ; and, according to our present view of individual differences, they have been far too easily attainable to be tempting\nto the really gifted. Professor David C. Rogers, of Smith, in discussing\npsychological tests, says that the ablest student tested may easily answer\nquestions with twice the speed and at the same time make only one tenth as\nmany mistakes as the poorest student. Quite evidently, the difference between the grade A and the grade D in a course is an inadequate symbol of\nthe difference in the abilities of two such students .\n\nThe problem has been to find some way of giving the able student an\nincentive to exert his energies to the utmost; and in our American colleges\ngenerally efforts have been made to solve it. The commonest solution has\nbeen to work out a plan by which students of ability in junior and senior\nyears, or in the senior year, should work individually under the supervision\nof a teacher or a department or in an independent line of study. Most\n\noften this work has been added to the regular course, and has not been the\noccasion of releasing the student from any of the regular obligations of his\nclass. Sometimes it is possible for such a student to count such work for\na fraction of his program; and in general, it seems to be the tendency to\nallow such substitution. Some colleges have gone further, however, and\nhave instituted a plan by which a student may spend at least the latter half\nof his college course in independent work. Of the colleges on our list,\ntwo-Barnard and Smith-have such honor courses under full way. The\n\n"}
{"page": 458, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n433\n\nstudents enrolled in them (and such students are only those of conspicuous\nability ) are exempt from the regular class attendance, from term examinations, and from the usual system of grading. At the end of the senior year,\nthey are examined comprehensively in their subjects as a whole. In theory\n\nwe have here the ideal conditions for the development of the young scholar\n-the proved ability of the student; the subject of her choice; the direction\nof the expert; and the substitution of the ideal of mastery for the more\neasily attainable and less worthy prizes, such as grades.\nThough these plans are more or less based on English practice, they are\nnew in this country, and there has not yet been time to test their results.\nThe students and the teachers who are working them out are for the most\n\npart enthusiastic. Certainly in these initial stages they offer a complete\nrelease for students of proved competence from the lock step.\nBut what of the student who, academically, is not of proved competence,\nbut who may, none the less, have powers which greater latitude and more\nindividual direction might develop ? The general examination and the tutorial plan now going into effect in Harvard and Radcliffe are designed to\nanswer this question. In the words of President Lowell :\nWe have thought that what is good for them (the especially able students ) is\ngood also for others of less pronounced scholarly tastes. No sharp line can be\ndrawn among students on this basis, particularly in American colleges where\n\nscholarly ambition by no means coincides with personal capacity ; where many men\ncome, or are sent, rather for diversion than for education ; where the connection\n\nof strenuous intellectual power with success in after life is far from being recognized; and yet where we are striving to cultivate and stimulate natural capacity\nfor use in all future careers . We have thought that, rather than segregate a\n\nsmall group of high scholars for specially favored treatment, it would be better\nto extend the benefit of it to the whole body of students, giving to each a chance\nto profit thereby as much as he can and will, showing them all what self-directed\n\neffort can mean to them, and winning to real intellectual interest many who\nwould not otherwise care for it.\n\nTherefore, instead of creating a special course\n\nfor honor men, we began twelve years ago to introduce a tutorial system and\ngeneral examination for all undergraduates concentrating in one of the largest\ndivisions of the faculty-that of history, government, and economics and have\ngradually enlarged the plan as the departments have desired its adoption. That\nit has not only given a more thorough training to the mass of undergraduates, but\nalso helped to stimulate an interest in scholarship in a large number of men, there\ncan be no doubt.\n\nOf the eight colleges on our list, two, as has been said, have full honor\ncourses ; one has a general examination and the tutorial plan, and all but\ntwo have a scheme of work which upper classmen of distinction may carry\n\nas an addition to their regular work or as a partial or complete substitute\nfor it. The individual is the subject of attention.\n\nOriginally, I suppose, all our educational devices were the vigorous expression of life and thought. In time, as their mechanism became more\nperfect, they hardened into forms. It is unnecessary to point out that each\nof the three devices I have discussed is subiect to the same danger.\n\nNo\n\n"}
{"page": 459, "printed_page": null, "text": "43+\n\nNATIONAL EDUCATION ASSOCIATION\n\none of them is anything but a tool . No one of them can ever afford a substitute for the intelligence and solicitude which the teacher must bestow upon\nthe student if anything worthy of the name of teaching is to go on. But\nnew tools, new instruments, sometimes bring new zeal and new hope; and\nthese I have mentioned have, to my knowledge, brought a much-needed\nstimulus into some of our colleges.\nWith all these devices I am in sympathy. Indeed, I have had something\nto do with the adoption of each in the institutions where I have worked.\n\nNevertheless, in education I must confess myself something of a mystic.\nBarrett Wendell says in his letters: \"To be what he (the student) may be,\nand what we would make him, he needs not what we have to give him but\nthe magic word that will speak to him. And when this is once spoken.\nsomehow he flashes into a sane completeness of being that has often seemed\nunattainable.\"\n\nThat is not the whole truth about education, I believe, but it has in it\n\na truth which should not be forgotten.\n\nPRESSING NEEDS IN THE FIELD OF THE DEAN OF GIRLS\nSARAH M. STURTEVANT , TEACHERS COLLEGE, COLUMBIA UNIVERSITY\nNEW YORK CITY\n\nThere is probably no dean of girls who is not very much aware of needs\ncritically related to the degree of success in her work. Those needs range\nall the way from the lack of necessary working equipment of office space,\nsecretarial assistance, assigned time for her duties and social rooms, to the\nactive coöperation of principal and faculty. At every turn more or less\nsevere limitations hinder the fruition of her labor, and tax her ingenuity\nand strength to make good those deficiencies. With few fortunate exceptions deans of girls face their tasks with serious handicaps of various kinds.\n\nThe approach to the topic at this time is, however, not that of the individual dean taking stock of the assets and liabilities of a particular situation,\nbut rather to the pressing needs in the field as a whole as they might come\nto the attention of one thinking of the development of the profession as\nsuch. Every day brings many letters from deans and would-be deans, principals and presidents; it brings conferences with those who wish to employ\ndeans or with those who are observing with interest the beginnings of the\ndevelopment of the profession of the dean of women and girls. Out of\nthese many letters and conferences has come the conviction that there are\nat least four crucial needs that are worthy of the attention of every dean\n\nand might well serve as conscious objectives of their combined effort.\nThe dean of girls needs and desperately needs to know what her task is.\n\nTo you who are here it may seem unnecessary to stress this point. You\nare leaders in the development of this new office.\n\nIn the annual meetings\n\n"}
{"page": 460, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n435\n\nthere has been repeated effort to define it, but the fact remains that it is a\ncommon comment of non-school people and administrators that deans do\nnot know their own mission.\n\nThis comment indicates rather a dissatisfac-\n\ntion with service rendered than any clear conception of what the dean\nshould do.\n\nOften the adviser of girls has found herself plunged suddenly into a perfect sea of details. Committee meetings, program making, adjustments\nwith faculty, social events, personal affairs of girls, scholarship standards,\nexcuses to leave school, truancy, talks with mothers, sick girls to be taken\ncare of, exhibits to be seen, cases of bad behavior, guests to be entertained,\nall contend for her time and attention. It is hard to get one's head above\nwater, hard to get the points of the compass so as to direct one's course by\nany north star of steady purpose, but out of all these details which are never\ntwice alike in any two schools or on any two days, there must come the\nrealization that the task of the dean is not just keeping things going as they\nare, not just keeping things from \"blowing up.\" She must be a builder of\na new social order, positive, dynamic forward-looking in her policy. The\noffice has arisen out of these times to meet a new time and she who holds\n\nit needs must be a seer whose knowledge and experience finds correlation in\nprophecy.\n\nThe dean of girls is then first of all looking to the future, and especially\nto the part that women are to play in that future. She should be a student\nof the large problem of the happy integration of girls and women into a\nnew society on new bases. There is need of such study, and that by women\nthemselves. \"Who among us,\" asks Professor Coe in his sympathetic\n\nanalysis of the youth of today, \"can say what is good taste in this woman's\nnew world ?\"\n\nHow many of the \"taboos\" affecting women are rooted\n\nin by-gone conditions and are completely outworn ? Is it true, as the Professor says, who delightfully writes of \"The Young Person\" in the current\nAtlantic Monthly that \"history and reason alike concede that untouchability is no more a moral requisite in young women of today than invisi-\n\nbility\" ? What should her education be ? What can the high school do\nto help the girl who spends four years within its walls to a successful adjustment to a status for which \"we are unprepared either by habit or foresighted thought,\" to quote Professor Coe again. So far girls have been\ndoing what has been planned for them by men who have up to this time for\nthe most part administered our educational system. Now the pertinent\nquestion is being asked by both men and women as to whether a man's\neducation is bringing the girl to her best womanhood. Should her health\neducation, her preparation for her place in the modern home, her courses\nof study be the same as those outlined for boys and men? These contro-\n\nversial questions are heard in hot debate in Congressional Halls, but they\nassume a certain reality in the high school where come girls whose knowledge of American standards of home and family, of manners and morals\nhave been chiefly derived from the moving pictures; where children whether\nrich or poor are handicapped by homes which have given them no picture\n\n"}
{"page": 461, "printed_page": null, "text": "436\n\nNATIONAL EDUCATION ASSOCIATION\n\nof fine motherhood or fatherhood, has set for them no standards of love\nand unselfish service grown in an atmosphere of loyalty to the nobler things\nof life. These questions hold a direct relation to the future of civilization .\nThe attempt to settle them for a particular school will take the dean into\nthe detail of the organization and direction of the social program intended\nto give teaching and practice in the art of living together. Mary in spite\nof enthusiastic subject specialists may be unresponsive, playing truant, stealing. Her personal need may call for a case study that will seek to find the\nsecret of her behavior, but Mary's case will never be solved as a single\nproblem. It has infinite correlation with other problems. It calls for\nstudy of the whole field of the education of women and looks to a better\n\nsocial order through a better womanhood. The many details of the dean's\nwork must of themselves assume meaning in the light of significant purpose.\nThe difference between details with or without a unifying objective is an\nold one. From one point of view they are a dreary round of inescapable\nduties, from the other a luminous way to a new world; on the one hand\nthe grind of a day laborer, on the other the creation of an artist. The\ndean of girls, as I see it, must join the ranks of the prophets, \"who walked\nas seeing the invisible.\" It is the secret of faith which adds to vision, valor,\nand is the means by which man has through the ages dragged his reluctant\nself by slow degrees up from the depths. There are sociologists who decry\nidealism, and would fix our attention on things as they are without much\nhope of building further. But a more workable philosophy seems to be\nthat prophesied by Professor Lindeman who says that \"In relation to everything that is, the new philosophy will be realistic and in relation to all that\nmay be, it will be idealistic.\" Translated into a dean's everyday experience that means that while she faces fairly and squarely the fact of\n\nMary's unsocial behavior, her ignorance, her selfishness, her unfavorable\nhome conditions, she refuses to believe that there is yet no hope of her regeneration, but builds toward the woman who might be. I cannot conceive\nof a dean who, recognizing as she must the present situation, is not thinking of a new social order made of better and better boys and girls, finer\nand finer men and women, motivated by ever higher purposes, and capable\nof The\nhigh second\nadventure\nand noble\nendeavor.\npressing\nneed in\nthe field of the dean of girls is, as I see it,\nthe discovery of persons who have particular qualifications necessary to success in the work of the social education of young people. There is increasing demand for advisers of girls. This association has gone on record as\nfavoring such an administrative officer in every high school. If, however,\nthe person elected to this office is to be useful she must be fitted to such\nservice. Speaking of her own school, a teacher said recently, \"We need a\ndean of girls very much, but the wrong one would do more harm than\ngood.\" So it is. A task so large calls for fine leadership. It is not easy\nto inspire people with purposes that call for life loyalties. Such women\nas Ella Flagg Young who have been able to do so remain especially revered\nas forerunners of the type of women whom we need as deans of girls in our\n\n"}
{"page": 462, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n437\n\nhigh schools. The other day Chancellor Clark, of the American University at Washington, said he needed great men to lead in research. He\npointed to the fact that every such man meant an endowment of a hundred\n\nthousand dollars. In this field of endeavor it is not only money that is at\n\nstake but, if as a profession we mean anything at all, enriched personality,\nhuman happiness, better social relationships. We need great women to\nhelp in this task of character building, leaders with capacity for growth.\nWhat then are the qualities of leadership ? First, I should say, comes\nthe quality of intelligence. Leaders among women must be capable of\nkeen insight, able to \"Look into the seeds of time and say which grain will\ngrow and which will not,\" as they analyze the tendencies and influences\nthat will determine the future status of women. They will need courageous, original, balanced mind, able to think ahead and to think straight ;\nable to know the difference in the moral significance of stealing and a hairbob; able to meet the students in their thinking at the point of conflict.\nIf the first quality of leadership is intelligence the second is no less important. He who would marshal men or women to the great enterprise\nof noble living, must himself be capable of purposes so large as to embrace\nthe whole of life, and be so tenacious of those purposes as to have them\ndominate action. We need women who to intelligent vision add volitional\npower. It means the ability to see life whole and then to follow the gleam\nat all costs. It means courage in the midst of discouragement. It means\nfaith in the midst of failure.\n\nTo these two qualities of intellectual power and volitional control must\nbe added also a wholesome and altruistic emotional life.\n\nWith mind and\n\nsteady purpose must be humility, sympathetic imagination, and good-will\nthat seeks to create fellowship.\nIn order to meet the demand for the right people in these positions of\nleadership, we as deans may well seek out young people of promise and\nurge them to prepare for such service. None know better than you that\nthe work of a dean of girls is exacting, fascinating, limitless, full of con-\n\nstructive opportunity. It calls for the best womanhood that America can\nproduce. It calls for women great in their own being, able to say like\nteachers of old, \"Come, follow me, and I will make you.\"\nAs we think of our great leaders, Alice Freeman Palmer, Mary Lyon,\n\nLincoln, combining in themselves qualities of mind, purpose, and outgoing good will all correlated in experience, and interpreting all in terms\nof a new society, you and I are asking, \"Who indeed is sufficient for these\nthings ?\" and if we have to admit with Moses that \"We are slow of speech,\"\n\nor of \"unclean lips\" like the Prophet Isaiah, it will not be the first time in\nthe history of the world that people called to service have used what they\nhave to forward the redemption of the world, until a better leadership has\nevolved.\n\nA third thing, which as I see it hampers the best development of the\nfield of the dean of girls is a need of a more intelligent understanding of\nthe problems of social guidance on the part of superintendents, principals,\n\n"}
{"page": 463, "printed_page": null, "text": "+38\n\nNATIONAL EDUCATION ASSOCIATION\n\nand people in general. By tradition and custom, men are in administrative\n\npositions. They haven't yet always seen the significance of the change in\nthe position of women, not only for women, but for the world of men\nand women. For the most part they haven't yet seen that it may be equally\nas bad for women to have their education entirely dictated by men as for\nmen to have their's entirely planned by women. They have not yet seen\nthat if there are selfish, irresponsible, incorrigible, and delinquent boys and\ngirls \"there are processes producing these young people, all around us,\"\nas Jane Addams and Dr. Van Waters have reminded us; that those social\n\nprocesses must be met by other social processes as real as they and as potent.\nDefinitely what are the ways and means of making a better social order ?\nShall we provide more courses in mathematics, or in English-more maps,\nmore plate glass windows ? Will these meet the need of practice in being\nresponsible ? Or satisfy the cry for adventure that characterizes boys and\ngirls? Are the elaborate buildings that too often serve as a memorial to a\nlocal architect and evidence his complete lack of knowledge of the needs\n\nof the school, sufficient to insure the boy against moral degeneracy? If a\nboy read Latin glibly, is it an assurance that he is above lying? The answer\nis obvious, and yet we go at trying to improve schools in that way, and will\ngo on with that more material evidence of a progressive spirit, until communities and administrators fairly answer the question, \"How important\nis it to provide teaching in right social practices ?\" When the issue of character building as the chief aim of the secondary school is justly met, there\nwill be money for the things that are the most important. Youth, whether\nthey know it or not, and many times they do know it, need some intelligent\nand sympathetic guidance in social relationships.\nAgain, if administrators understood better what the task is there would\nbe more intelligent appointments. My observation leads me to think that\nthere are many appointed with a lack of understanding. Or if there is\na fine woman appointed, she is often expected to function without help or\nequipment. Every year there come up to summer school to be taught those\nwho have been appointed to be deans, but their teaching schedule has not\nbeen lightened, their duties defined, nor an office granted them. Such things\nwould not be if administrators understood better what the social needs of\n\nboys and girls are. As long as they think that the adviser is chiefly interested in dancing, cigarettes, and rouge, concerned with the periphery\nof life rather than with the great problems of right living with people as\nits solution affects world relationships, we may expect inadequate provision\nfor this important phase of teaching .\n\nThis means that deans must deliberately go about teaching people what\nthey are trying to do. A regent of a great university called the attention of\na group to the fact that a whole generation is now lost between the ideas in\nuniversities and the ideas of the rank and file of men. Even so is it in the\n\nfield of the education of women and the building of character. If we believe in our mission, we as deans will have to bridge the gap by the educa\n\n"}
{"page": 464, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n439\n\ntion of our administrators and communities by word perhaps, but chiefly by\nfruitful justification in our work in the output of nobler womanhood.\nThe fourth pressing need in the education of girls as central to a better\nsocial situation, is the need of more scientific knowledge of social facts on\nthe part of deans themselves. Intelligent purpose demands knowledge.\n\"A man's judgment is no better than his information.\" In his New Decalogue of Science, Mr. Wiggam puts the matter in a startling way, \"Men\nhave never been truly righteous because they did not know how. They\ncould not obey God's will because they had no way of finding out what it\nwas. The spirit of the old Commandment to love thy neighbor as thyself\nwas right, but how could a man love his neighbor intelligently when he\ndid not know what was good for him ?\" In other words, he who would\nbuild anew must build on a solid foundation of facts as far as they are avail-\n\nable. \"The Good Samaritan on the road to Jericho, and the Good Samaritan on Broadway live in two different worlds.\" If friendly policy is to be\n\nvalid and constructive, it must be cognizant of those differences. As a profession we need to put our practice on more solid bases than it is.\n\nIn this\n\nregard we must follow the example of other professions, which found their\nbeginning in the intuitive interest and ability of gifted souls but which have\ndeveloped scientific material by progressive study and investigation.\nThere is time to mention only a few phases of social interest in which\nat present there is material of great significance to the adviser of girls .\nFirst, the studies in psychology that have to do with the emotional life\nare bringing to light significant material in regard to motivation. The\nsingle truth that all activity is an effort to meet life and to get its satisfactions is in itself so illuminating as to completely change one's attitude\ntoward non-social behavior in the individual and the prescription for its\ncure. Psychology is today offering material that is germane to our task\nand the case studies being made by psychiatric clinics testify to the tragic\nmistakes of teachers and advisers who are ignorant of the simplest facts\nof psychology.\n\nSecond, the currents in modern life are very complex. It is not easy to\nget at facts, much less to interpret them. We all suffer from too narrow\na view of things as they are, but since we are today bound together by invisible ties to all the world, we as deans cannot hope to solve a local question without reference to the master currents of thought any more than\nahome can bring up a daughter apart from a community. The result will\nbe either a runaway child or a hopeless prig.\nThe facts brought out by Dr. Marian Van Waters in the little volume\nYouth in Conflict, as the result of her experience in a Juvenile Court in\nLos Angeles, are important to us. In what way home conditions, school\nconditions, community conditions, industrial conditions afflict our youth\nof all classes, we must know.\nWhat facts can help us to a better understanding of what a woman's\nstatus will be ? Are we not as deans trying to interpret behavior in terms\nof an old order ? What facts could help in the decision on the question\n\n"}
{"page": 465, "printed_page": null, "text": "440\n\nNATIONAL EDUCATION ASSOCIATION\n\nof vocational training for women and girls? What facts can help to a\nbetter understanding of the meaning of that stated objective of secondary\neducation, worthy home membership?\nSeveral books recently fromthe press are prophesying that, as physics and\n\nchemistry have been the instruments of material progress, biology will\ninthe next centennial assume the center of the stage, and must of necessity\ndo so, if we are to preserve what we have achieved of civilization. The\nfacts of biology are, with those of psychology and sociology, bound up with\nour efficiency as a profession. They will affect the organization of schools,\nthe curricula, the findings of case studies and are necessary materials if\nwehope to contribute anything to the discovery of laws underlying the art\nof living together.\n\nThere is also the whole realm of method in the everyday teaching in the\nextra curricular activities which concerns us all, and may well be a field\nof research for each one. The effect of inter-scholastic games on the health\n\nof girls is still being debated. How does the college citizenship of girls\nfrom high schools having deans compare with that of girls whose schools\nhave had no special provision for teaching in social living? Are there not\ntechniques of procedure which if known would eliminate mistakes involving\nlife tragedies?\n\nPermanent success in our work depends in part at least on our knowing\nfacts of social significance and being able to interpret them. To the busy\ndeans struggling with each day's work, it may seem almost impossible to\ntake time to read or to do research, but she who does not is like the physician who allows his rounds of practice to prevent his keeping abreast of\nprogress in his field.\n\nI see these four outstanding needs, which are bound to affect the development of our profession; first, the need of understanding the true\nsignificance of the task; second, the need for better and better women\nin the field; third, a clearer understanding on the part of administrator\nand people at large of the real meaning of the work of an adviser of girls ;\nfourth, a more scientific knowledge on the part of deans, of facts that concern social relationships. To the meeting of these needs, this department\nmight well turn its active attention.\n\nSTUDENT GOVERNMENT\nTHYRSA W. AMOS, DEAN OF WOMEN , UNIVERSITY OF PITTSBURGH, PITTSBURGH, PENNSYLVANIA\n\nShould deans of women foster creeds ? Yes, if they are not formal nor\n\nmeaningless .\n\nEvery dean has, consciously or unconsciously, a creed to\n\nsymbolize her finest conceptions of the ideals of her own work, and nowhere\ndoes it need more conscious expression than in the theory and practice of\n\n"}
{"page": 466, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n441\n\nstudent government. Have these separate creeds on student government any\ncommon elements ? As a venture of our corporate faith, how many of us\ncan unite in saying :\nI believe that a college is a democratic community with three classes of citizens\n\nadministration, faculty, and students-whose interests are mutual and inseparable.\nI believe that the name of a government should embody the democratic ideal .\n\nI believe that the government machinery of a democratic community should be\nset in motion by the combined effort of all classes to insure the richest community\nliving.\nI believe that students should know the art of government as well as the other\n\narts and sciences, and that they should learn this art by actual practice in it.\nI believe that the faculty and students should know the value of mutual counselling together in the practice of government, as well as in formal studies.\n\nWhat type of government would such a creed establish ?\n\nWould it\n\nrecognize as an entity a student body, independent in its governmental\nfunctions and relationships to faculty or administration ? Or would it\nfoster government by faculty and administration ? It would do neither.\nThis creed holds that a college is a democratic community and that it should\nbe governed as such-a community the inhabitants of which differ from one\nanother only in experience and responsibility. If these then are the fundamentals in college government as set forth in our common faith, to what\nextent do the student government associations approach this ideal ?\nTo ascertain this let us look at their constitutions.\n\nIf constitutions do not\n\nreveal something of the ideals to be attained and give some notion of how\nthese ideals should be realized through the machinery of government, what\nare they for ? Are they not the embodiment of the ancient saying, \"As a\nman desires, so he thinks; as he thinks, so he acts; and as he acts, so he attains\" ? With this assumption let us see what a study of some fifty constitutions reveals, these constitutions being so selected as to give representation to various types of institutions all over the country.\nThe most important thing in the creed just recited is the statement that\nthe college is a democratic community. Do these fifty student government\n\nassociations recognize this in their membership provisions ? Thirty-seven\nof them grant membership only to undergraduates, most of whom are ipso\nfacto members by registration. Some state that students become members\nonly upon payment of dues ; others, that membership is limited to those who\nlive in dormitories or in student houses. Ten of these constitutions extend\n\nmembership to faculty women; one includes the alumnæ; four have\nhonorary members which include the president, the dean of women, and the\nmembers of the faculty. Four specifically say that the faculty, alumiæ, and\n\ngraduate students may be associate members. Only one of these fifty\nconstitutions studied makes everyone connected with the institution members of the association.\n\nBut this does not tell the whole truth of the relationships. Twenty-three\nof the thirty-seven associations having only students as members do not\n\n"}
{"page": 467, "printed_page": null, "text": "+42\n\nNATIONAL EDUCATION ASSOCIATION\n\nmention in their constitutions that they make use of faculty advisers in any\ncapacity. Fourteen specifically mention advisers as a rule the dean of\nwomen. Of the ten organizations having faculty or alumnæ members, only\nseven actually state the place the faculty have in the government machinery.\nSo much may be said for the personnel of the student government associations studied.\n\nAnother phrase of the creed states that the name of a government is\nsignificant and that it should embody the democratic ideal. Of these fifty\norganizations nineteen use Women's Self-Government Association; seven ,\nWoman's League; six, Student Association; five, College Student Government Association ; five, Associated Women Students; four, Student Government Association ; and four employ the following names : College\n\nCommunity, Council of Administration, Women's Association, and Government Association.\n\nIt is unwise to quibble over a name, but isn't the\n\none most commonly used a bit self-assertive ?\n\nOf what import to an individual or to a society is a statement of authority to act? When an individual is delegated to perform a service, he\nis given credentials which not only empower him to act, but also entitle\nhim to credit and influence. Such authority dignifies the individual and\ngives him self-confidence. In the assumption of power by a group, does\nit not need, even more than an individual, a statement of its source of au-\n\nthority? If such procedure is of acknowledged worth in the work-a-day\nworld, should it be followed any less in the colleges? And yet of these\nfifty student government constitutions, only fifteen state how they are\nauthorized. Their authority comes either in the form of an agreement between the administration and students, in which each is to perform a\ncertain function, or more frequently, as a grant of power to the students\nof certain rights for their own government. In the thirty-five constitutions which make no mention of source of power, this omission may be\ndue to thoughtlessness in drawing up the constitution. In any case is not\nthe omission a weakness since it reveals possibly a loss of opportunity to\n\nexpress group relationships within an institution?\nWhile less than a third of the constitutions state formally the source of\ntheir authority, all but one state their purposes. It is interesting to see\n\nhow these purposes are expressed, how the ideals of the government are\ndefinitely set forth. Of these fifty associations one fifth simply express\ntheir purpose to be that of self-government or of an agency to enact and enforce laws for the conduct of students. In other words, they suggest unpleasantly an ideal to control the rebellious and the erring.\nFour fifths of the constitutions have purposes that indicate larger conceptions of government. A few wish to give community training; some\naim to coördinate student activities; eight specifically say, to coöperate\nwith the faculty; a very large number wish to encourage high standards\nof scholarship and social life; more than one fifth speak specifically of de-\n\nveloping unity and a sense of responsibility among the students; occasionally-two or three times loyalty to the institution, welfare of the institu\n\n"}
{"page": 468, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n++3\n\ntion or the development of a spirit of honor is mentioned. These indicate\na desire to reach the great mass of the community which never needs\npolicing. Much praise should be given to those student government associations which have sensed a broader and truer conception of government .\nBut purpose or aim is not the whole measure of a government. Many\nnoble purposes of government have been formulated, but have failed because the machinery set up was inadequate for their realization. Since\nmachinery is so essential, let us see what sort has been devised by student\ngovernment associations. A majority of the fifty studied have the usual\nexecutive, legislative, and judicial departments. A large minority do not\nprovide for all three of these. All provide the executive; some provide\nthe executive and legislative with no judiciary; some provide the executive\nand judiciary, but do not mention the legislative power. In several instances the legislative power is restricted to action taken in annual meetings of the entire student body. Most organizations, however, have a rep\nresentative legislature .\n\nThe disappointment is in the conception of the judiciary. Since so many\nof these constitutions seem to look upon government only as a punitive\nforce, it is not surprising to find that many judiciaries appear to be police\ncourts, though called by the more pleasant title of Honor Courts. Apparently these courts deal with only one offense-cheating. One cannot\nrefrain from asking at this point why a premium is thus set upon cheating,\nwhy it is so much worse than any other sin that it has to have a special\ncourt. Honor courts may make the cheat conform, but at what a price ?\nThe honor of the institution, student body, and faculty. Are institutions\nmaking a point of admitting liars and cheats ? Is every teacher weak in\npersonality and unable to command respect either for himself or his subjects? Are honor courts or the so-called honor systems honorable when\nevery student has to pledge not to cheat nor require watching, and at the\nsame time to watch everyone else and to be willing to be watched ? How\nabsurd for government associations to foster self-government on the one\nhand and on the other permit such a paradox as the honor system. The\nvery combining of the words \"system\" and \"honor\" is incongruous. Honor\nis a principle and it never can be a system. What a degradation of honor,\nwhat an exaltation of dishonor to permit the man or woman of the lowest\n\nideals to set the standards of the institution and protect him by placing\nevery student in his class! Does the so-called honor system give a true\npicture of what the judiciary ought to be? Does not such a narrow view\n\nof a judiciary effect the general attitude of students themselves toward\nstudent government ?\n\nBut now let us note other devices provided in the constitutions to secure\nthe qualities set forth in the purpose-unity, coöperation, higher standards\nof scholarship, etc. All use the same committees or bureaus. A tabulation of student committees discloses twenty-seven different names. There\nis no doubt that there are many committees functioning for the general\nwelfare of the student body that are not named as standing committees\n\n"}
{"page": 469, "printed_page": null, "text": "444\n\nNATIONAL EDUCATION ASSOCIATION\n\nand given a place in the by-laws. Of those named, however, the most\ncommon are : Social, point scale, vocational information, and fire. The\nfollowing are named two or three times: Library, dramatic, music, curriculum, scholarship, calendar, off-campus, city, community chest, student\nloan, intercollegiate, banquet, and safety. The highest number of committees indicated by any one institution is seven; the average number is two or\nthree. Many of the committees named are the usual committees found in\n\nany organization; others indicate a duplication of work belonging to specific\norganization. Why, for instance, is there a dramatic committee if there\nare dramatic societies ? Point scale, vocational, community, chest, and\nsimilar committees do seem to belong to an all-inclusive organization.\nNow, since such a definite program for an all-inclusive organization is possible, just how moral is it to have authority to make every girl an ipso\nfacto member or to build up a large membership by payment of dues and\nthen offer so limited a scope of work ?\nSome constitutions sense their obligation here and attempt to meet it\nthrough the units and assembly systems . The unit system is a device employed in large institutions, each unit being composed of twenty-five to\nthirty girls . Each organized house constitutes a unit, and students not\n\nliving in houses are grouped geographically. So far, so good. The thing\nthat these constitutions do not indicate is how they accomplish the purpose\nfor which they are organized and how a system that is inherently so complex can be operated. While two or three are venturing to experiment\nwith units, some fifty per cent of the institutions make use of assemblies\nto reach the mass. For the most part the student government assemblies\noccur two or three times a year, especially in large institutions. But no\nmatter how inspiring each assembly may be, the conclusion is forced upon\nus that they cannot make every girl feel that she is a component part of\nthe organization or a factor in its control. Indeed, so far as the constitutions show, the only place, aside from the assemblies and units, where the\nindividual girl can take part in the government is in elections. In ten\ninstitutions she has an opportunity for voting twice since in these institutions candidates are chosen by the direct primaries.\nSo much for what is set down in the formal constitutions.\n\nLet us in-\n\nquire a little into student and faculty opinion on the practices of student\ngovernment associations. Possibly the working of the associations is far\nmore perfect and satisfactory than constitutions or by-laws indicate and\nmore in keeping with the spirit of our creed. In the first place, all agree\nthat the practice of government needs great improvement. Briefly, the\nfaculty says that the student government associations are ineffective because of immaturity, pressure of time, hasty judgments, overconfidence and\nan aversion to guidance, but most of all because of an irresponsibility due\nto ignorance of the real services of government. But faculties may be\nmeticulous. How do students feel ? Student leaders frankly say that\ntheir own government organizations are problems to them. They point\nout that all too frequently the executives of the associations receive the\n\n"}
{"page": 470, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n445\n\nbenefits, and the vast majority of students get few, if any. They deprecate\nthe lack of civic pride. They regret programs of work that duplicate\nthose of other organizations and feel keenly the jealousies that grow out\nof them. The mass of students insist that student government is a kind\nofPaul-Pry organization that enjoys meddling; and as a consequence they\ndo not wish to be connected with it.\n\nMuch sincere effort has been made by students to meet these criticisms.\nThe most notable and valuable attempt has been the organization of the\n\nIntercollegiate Student Government Conferences, the definite purpose of\nwhich is to promote more effective student government associations. These\nconferences give the students valuable experience; but here, too, after the\nfirst enthusiasm of attending the conference has passed, students feel that\nthere is a definite lack. They are often keenly disappointed because they\nrealize that they bring back few really constructive ideas a result, perhaps of the limited preparation made by students who appear on the program. Too frequently there is no wider view of their subjects presented\nthan the perspective given by practices in their own institutions. The discussions which follow are haphazard and lead to the introduction of extraneous ideas and a recital of incidents which should never be revealed.\n\nThus incidents are substituted for the principles which should be discussed.\nCritical and brilliant students declare they miss the inspiration that comes\nfrom a convention that gives a forward look and that lays great emphasis\nupon broad and vital issues. If it takes the wisest counsel to safeguard\nthese very tendencies among the most mature, how much more is counsel\nneeded among youth ?\nAnd now if students have made a united effort and have achieved some\n\nprogress, is it not timely to inquire what has been the united effort of Deans\nofWomen to improve student government? Is tacitly agreeing to the foregoing creed sufficient, or does it now need embodiment ? Yes, imperatively,\nif the embodiment faces these facts which from our study seem to be con-\n\ntributing factors in the dissatisfaction with student government : first,\nfaculty and students are not working together adequately to advance stu-\n\ndent government ; second, youth is ignorant of the value of counsel, and\nthe faculty is criminally negligent when it permits such ignorance to prevail; third, neither faculty nor students have a definite enough concept of\nthe ideal toward which they may work and from which they may proceed .\nWith these facts in mind, where then shall we look for an ideal ? In\nfancy let us journey to Utopia and to that lovely, shadowy city of Amaurote, to visit the perfect college. There we find students working side by\nside in all the activities of the college with the faculty and administration.\nThat no age is independent of guidance or counsel is emphasized not only\nin the theory of the academic instruction, but in the actual practices of\n\nsocial activities. Again and again it is shown that without counsel purposes\nare disappointed, and that where no counsel is, the people fall.\nThis spirit is nowhere expressed more definitely than in the Amaurote\n\nCollege Government Association. Shall we read a little of its constitution ?\n\n"}
{"page": 471, "printed_page": null, "text": "446\n\nNATIONAL EDUCATION ASSOCIATION\n\nAuthorized by the administrative officials of this institution, we, the faculty and\n\nstudents of Amaurote College, realizing that coöperation and fellowship one with\nanother promote the noblest social spirit, do provide this constitution.\nARTICLE I. Name. The name of this organization shall be the Government As\nsociation of Amaurote College.\nART. II. Purpose. The purpose of this organization shall be to prove our belief\nthat men exist each for the other ; to show how participation by all classes in a\n\ncommon project promotes the general welfare ; to train students in the fundamental\ntheories and practices of government by giving them the responsibility for the\nperformances of government and by entrusting to the faculty advisory duties ; to\ninspire devotion to the social ideals and scholastic standards already established\nin Amaurote College and to create a desire to enrich them.\nART. III. Membership. There shall be two classes of members-active and\nassociate . The active members shall be all students registered at Amaurote Col-\n\nlege and all members of the faculty and administration. The associate members\nshall be alumnae. Associate members shall have a voice and representation, but\nno vote in the proceedings of the Association.\n\nBut one cannot read the entire constitution.\n\nLet us summarize its out-\n\nstanding features. It provides for three departments of government. The\nexecutive department in Amaurote College is made up of the elected\nofficers, all of whom are students .\n\nThe legislature is composed of representatives chosen by the students\nfrom the student body. In addition there are two alumnae and two representatives from the faculty. The legislature sits in regular session once\na month to receive reports from the executive on the general welfare, to\nsee what laws it may abolish, and to receive requests from the students\nfor new experiments in government.\n\nThe judiciary of Amaurote College is called the Interpreters' Council\nand is composed of junior, senior, and faculty representatives. This council\nis organized with a presiding officer and clerk; when it must function as\nan ordinary court, it follows in its procedure adaptations of the forms used\nin the Utopian courts. The Interpreter's Council sits regularly once a\nmonth and in special sessions called by the presiding officer. When trying\na case the Council appears in cap and gown. But it seldom sits as a prosecuting court. Amaurote College Government Association holds that a\nsuspected offender is innocent until he is proved guilty of wilful offense.\nSuch assumption calls for a friendly study of each case, and the Interpreters' Council is charged to make such studies with the purpose of ascertaining the spirit in which the alleged offense was committed. If there\nwas no intention to show disregard for the ideals of the college, the offender\nof his own accord usually requests an opportunity to prove the new understanding which the Council has made clear. Here then is no case for trial.\n\nIf, however, the student is a wilful offender, he is given a formal trial, but\n\nonly after all legal papers are served and a jury impanelled. Another duty\nof the Interpreters' Council is to study the advisability of the enactment\nof laws to carry out proposed new ventures of government. The Amaurote\nInterpreters' council calls for the finest minds, and so invaluable is the\ntraining that students consider it the highest privilege and honor to sit in\nthis council. Its influence in moulding public opinion is remarkable.\n\n"}
{"page": 472, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n447\n\nThe constitution also provides, through numerous committees, a broad\nprogram of work. No committee is designated as a standing committee\nwhose scope of work is not general in its appeal. All these committees\nare composed chiefly of students and all have faculty representation. Here\nare some of the noteworthy committees with a brief statement of their\nduties:\n\nCommunity chest-Conducts the one and only campaign for funds from\nstudents to meet their voluntary contributions to student projects.\nStudent loan-Educates the college public in the values and needs of\nlending money to students; administers its quota from the Community\nChest.\n\nTraditions-Helps every student to become familiar with the history,\ninsignia and traditions of his college and stimulates a desire to enrich these.\nOccupational study-Creates an interest in vocations and assists in directing periodic vocational conferences.\nScholarship-Fosters scholarship by comparative studies of group accomplishment, establishes rewards and stimulates a desire for knowledge.\nScholastic honors-Compiles data to show the student interest in instructors, in courses, and in new methods, and the student desire for changes\nin curriculum.\n\nPublications-Oversees regular student publications and bulletins.\nPublicity-Features the work of each committee by special devices and\nkeeps the work constantly before the whole association; keeps in touch with\nother government associations in the island.\nSocial- Fosters social spirit among students; studies the social needs of\nvarying types, and actually provides for these.\nPublic welfare-Provides room where students may use free of charge\nordinary conveniences; such as, typewriters, ink fountains, pencil sharpeners, etc.\n\nRest rooms-Supervises rest rooms in various buildings and senses student opinion for needed improvement, reporting same to administration.\nPoint scale-Safeguards by a system of points the over-ambitious student\nand inspires every student to participate in some student activities.\nInter-activity relations-Conducts two conferences annually-one, for\na discussion of purposes and programs and advancement of work of each\nindividual student activity; the other, for a discussion of advance needed\nin all work among students. Has as its supreme object the prevention of\noverlapping of work.\nHouse government- Controls government of dormitories and student\nhouses; provides rules only in houses where they are needed.\nNotice that in this program there is no infringement upon the program\nof work of dramatic, athletic, musical, departmental, religious, debating\nand fraternity organizations. Indeed at Amaurote the government asso-\n\nciation takes pride in fostering the widest number of activities, and the\nonly question it ever raises concerning any activity is whether or not that\n\nactivity is realizing its purpose. While most of the committees function\n\n"}
{"page": 473, "printed_page": null, "text": "448\n\nNATIONAL EDUCATION ASSOCIATION\n\nthroughout the year, some confine their activities to different months\nwhich are given over to their especial programs. For instance, the Community Chest Committee puts on its campaign in October ; the Occupational Study Committee holds its vocational conference in March.\n\nNaturally such a program of work calls for a good deal of money, but\nthe Amaurote Association has sufficient funds for this. It receives annually\nfrom the administration appropriations for its budget.\nWith this hurried glance at Amaurote College let us leave the shadowy\ncity and return each to her own institution. Is it possible to approach\n\nthe Utopian organization ? Is there any hope of realizing some such\nUtopian embodiment of the creed ? There is every hope if deans of women\nand faculty face squarely the fact that student participation in government\nmust remain because it is right, and that there can be no return to the\nold order of faculty autocracy. There is every hope if each dean of women\n\nhas some such conscious objective for an improved government and is\nmaster of its technique. There is every hope if each Dean of Women\nin the finest social spirit assumes the leadership that is hers. She above\neveryone else should lead both faculty and students in democratic ideals .\nThere is every hope, for the student of today as never before is afire for accomplishment and is hungry for leadership. Students are natural born\nhero worshippers, and will follow a real leader anywhere. And a real\nleader, whether a Dean of Women or a member of the faculty, must\nshow in word and deed that she honors, that she enjoys, and that she feels\nthoroughly at home in student projects and student activities.\nIf she honors them, how shall she show it? Do all deans of women\nhave weekly conferences with their student government presidents ? Do\nall have conferences at stated times with the individual committees of the\n\ngovernment ? Do all make a special study of student government and\nhave ready suggestions for improvement ? Some deans conduct annually\nofficers' training schools in which officials of organizations are taught\nparliamentary procedure and form. Others have an Officers' Night Banquet or conference in which the student officials themselves set forth their\n\nideals for accomplishment in the coming year. There are many such ways\nto show the student the value of coöperation.\nIf closer relationships are established between the students and faculties\nof each college will not this naturally open the way for a richer contact\nwith their intercollegiate projects and lead students to seek for counsel in\nthe planning of them ? And isn't it time that the Department of Deans\nof Women shows that it honors the efforts of the students in their inter-\n\ncollegiate government movements ? Would it not be a good thing to\nwork for a meeting of the Intercollegiate Government Associations at the\nsame time and place as the Deans' Conference with a joint meeting or\ntwo? Such joint conferences have been held with success in the western\nstates. Could not the two groups work together to enlist a few colleges\nof every type to experiment with certain aspects of government and report\nresults to each association ? Could they not also publish annually a digest\n\n"}
{"page": 474, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n449\n\nof findings and opinions on student government that would be far richer\nthan those now published independently ? These are but suggestions of\nthat to which joint relationships might aspire.\nNaturally leadership of deans cannot be forced in the intercollegiate\ngroup any more than in the local associations. It must come through the\npower of persuasive personality and through the irresistible influence of\ngenuine interest and devotion. And now may we add a final article to the\ncreed?\n\nI believe that Deans of Women, more than other members of the faculty or\n\nadministration, should have such a sympathetic knowledge of the needs and aspirations of students that they shall be the eagerly sought leaders in the establishment\nof democratic ideals .\n\n"}
{"page": 475, "printed_page": null, "text": "Department of Elementary School Principals\nSECRETARY'S MINUTES\n\nOFFICERS\nPresident-JESSIE M. FINK .....\n\nGrand Rapids, Michigan\n\nSecretary-IDE G. SARGEANT ...\n\n... Paterson , New Jersey\n\nTreasurer-COURTLAND V. DAVIS.\n\n.....Norfolk, Virginia\n\nHistorical Note-The Department of Elementary School Principals, temporarily\norganized as the National Association of Elementary School Principals at the\nAtlantic City meeting of the Department of Superintendence in February, 1921,\n\nbecame a department of the National Education Association at Des Moines, in\nJuly, 1921.\n\nThis department meets twice each year-in February and in June.\nCINCINNATI MEETING\n\nThere were three programs, Monday, Tuesday, and Wednesday afternoons,\nbesides numerous committee meetings.\n\nThe Monday afternoon meeting centered around two general topics: First:\nSpecific accomplishments of principals who are relieved of clerical details. Case\nstudies were given by E. Ruth Pyrtle, of Lincoln, Nebraska, and by Gertrude\n\nCarrigan, of Chicago. The clerkship in the elementary school is coming, but\nthere are many large cities where it has not arrived as yet.\nSecond: The principal and the special supervisor. Fred C. Ayer, University of\n\nWashington, Seattle, Washington. Doctor Ayers devotes one half of his time to\nthe university and the other half to investigations in the Seattle public schools. He\nbases his conclusions on studies and conferences with principals and supervisors.\n\nThe principal is the one who is responsible for his school, and hence all special\nsupervision should be done under his general directions. It is one of the principal's\nduties to know how to use supervisors to advantage.\nThere is much that should be said about the Tuesday afternoon program, but\nspace will not allow more than a statement of the program.\nThe Relation of the Salary Schedule to the Educational Program-Jesse H.\nNewlon, Superintendent of Schools, Denver, Colorado, and President of the\nNational Education Association.\n\nHow the Single Salary Schedule Worked Out in Ann Arbor, MichiganLeslie A. Butler, Superintendent of Schools .\nThe Effect of a Daily Schedule on the Distribution of an Elementary School\n\nPrincipal's Activities-Menlo S. Kuehny, Principal, Rowan Avenue School, Los\nAngeles, California .\nThe program Wednesday afternoon was a fitting climax to the three programs.\nThe known ability of the speaker on this occasion was such as would attract the\nattention of educators in all lines of work, and it seems to me that their subjects\ncould not have been better selected. By 2:15 o'clock, Music Hall, where all the\nlarge meetings were held, was well filled. At the close of the program it was\nconceded that many things that were worth while had been said.\n\nThe general subject was: The Elementary School Principalship and Its Sources\nof Inspiration.\nSupervision: A Science and an Art-Alfred Hall-Quest, Teachers College,\nNew York City.\nIt is both and should be so accepted and practiced by the principal .\n[450]\n\n"}
{"page": 476, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n451\n\nThe Principal and the Course of Study-James F. Hosic, Teachers College,\nNew York City.\n\nThe making of a course of study is a great piece of coöperative work and it cannot be done by just a few people sitting around the table. It must be administered\nby the principal.\nSupervisory Problems in Silent-Reading-C. R. Stone, San Diego, California.\n\nMr. Stone is first a teacher, and, second, an author of silent reading books. He\nis dynamic and practical. The audience listened with interest to his every word .\n\nThis seems to be a much-discussed question but one that is understood by very few.\nWe need a \"Moses to lead us out of the wilderness.\"\n\nMr. Stone knows the tech-\n\nnique of teaching silent-reading and gave several practical examples.\nHowever, these great programs planned by our president are but one of the\nparamount features of the Cincinnati meeting. The enthusiasm, the fellowship ,\nand the friendship that come from meeting and conferences with your fellowworkers from Maine to California, from the Lakes to the Gulf, are influences and\ninspirations that cannot be estimated. It is one great brotherhood. No statement\nof the meeting would be acceptable to any one that attended it that did not include\nsome tribute to the Cincinnati Elementary School Principals under the leadership\nof their President, Mr. Porter, principal of the Washington School. His committees were on hand in goodly numbers to meet us. They had spent much time\npreparing for our coming and had anticipated our every want.\nRESOLUTIONS ADOPTED AT CINCINNATI, FEBRUARY 25, 1925\n1. The Department of Elementary School Principals of the National Education\n\nAssociation, believing that the social, educational, and industrial demands of this\ncountry require a further elevation in the importance of the status of education, do\nhereby resolve to reaffirm its most hearty support of the National Education Bill,\n\nand that we pledge ourseves to place before our teachers and our school patrons\nan intelligent analysis of this bill, thereby enlisting their active support.\n2. Be it further Resolved, That we, as educational leaders, believing that the\nrights of childhood should be protected for future citizenship in our great\nDemocracy, do hereby pledge our active support of all local and National legislative enactments which will advance the welfare of future generations.\nMARY MCSKIMMON ,\n\nARTHUR S. GIST,\nW. T. LONGSHORE,\nCommittee.\n\nSECRETARY'S MINUTES\nINDIANAPOLIS MEETING\n\nMonday morning, June 29, 1925, the official breakfast of the Department was\nheld in the Claypool Hotel, President Fink in charge. Policies and the general\nsituation of the Department were discussed.\nTuesday morning at the Claypool Hotel the Committee on Training for the\n\nElementary School Principalship held a breakfast and valuable work was done ;\nW. T. Longshore presiding.\n\nTuesday afternoon, in the assembly room of Claypool Hotel, the following program was given:\nWHERE TO BRING IN ELEMENTARY SCHOOL LIBRARY DEVELOPMENT- C. C. Certain.\nA JOB ANALYSIS OF THE PRINCIPALSHIP AS A BASIS FOR PREPARATtion of ElemENTARY\n\nSCHOOL PRINCIPALS-J . Cayce Morrison.\nTHE EDUCATIONAL VALUE OF ORGANIZATIONS OF ELEMENTARY SCHOOL PRINCIPALSL. S. Chase.\n\n"}
{"page": 477, "printed_page": null, "text": "452\n\nNATIONAL EDUCATION ASSOCIATION\n\nPUPIL ADMINISTRATION AS A CHARACTER DEVELOPER-Harry O. Gillett.\nREPORT OF COMMITTEE ON EDUCATIONAL PROGRESS-J. D. Williams.\n\nWednesday evening, in the Riley Room of Claypool Hotel, the annual dinner\nwas given. A large number was present.\n\nThe annual dinner is always a banner\n\nevent at the convention meetings. Nell V. Green, of Indianapolis, was in charge\nof arrangements.\nThursday morning, at Claypool Hotel, the presidents of principals' clubs held a\nbreakfast. Special work being done in various cities was reported by the rep-\n\nresentatives, followed by live discussions. George A. Beers presided.\nThursday afternoon, July 2, in the assembly room of Claypool Hotel, the professional numbers were as follows :\nPRESENTING THE SCHOOL TO THE PUBLIC IN CHICAGO-George A. Beers.\nMODERN EDUCATIONAL DYNAMICS VERSUS PETRIFIED STATICS IN THE ELEMENTARY\n\nSCHOOL PRINCIPALSHIP George W. Frasier.\nCHARACTER EDUCATION AND THE ELEMENTARY SCHOOL PRINCIPAL-Mary McSkimmon.\nTHE EDUCATIONAL VALUE OF SCIENCE IN OUR PUBLIC SCHOOLS-Clifford Woody.\nREPORT OF COMMITTEE ON COURSE OF STUDY FOR ELEMENTARY SCHOOL PRINCIPALS\n\nIN TEACHER TRAINING INSTITUTIONS- W. T. Longshore, chairman.\nReport received, committee thanked and continued.\nREPORT OF COMMITTEE ON SALARIES FOR PRINCIPALS OF ELEMENTARY SCHOOLS\n-Ide G.\n\nSargeant, chairman.\n\nReport received, committee thanked and continued.\nBUSINESS MEETING\n\nReport of Treasurer, Courtland V. Davis .\nFINANCIAL STATEMENT\n\nJune 1, 1924-May 31, 1925\n$907.61\n\nBalance June 1, 1924 ...\n2745 members at $2.00 each .\n\n$5,490.00\n900.16\n\nYearbooks sold\n\nAppropriation, N. E. A., 1923-24 .\nAppropriation, N. E. A., 1924-25 .\n\n2,500.00\n2,000.00\n10,890.16\n\nIncome for the year ..\n\n$11,797.77\n\nTotal income and balance .\nEXPENDITURES\n\nPrinting-Third Yearbook ...\nPrinting-Fourth Yearbook ..\nPrinting-Bulletin, April 1924 .\n\n$2,779.06\n2,044.81\n299.61\n\nPrinting-Bulletin, October, 1924 .\n\n359.50\n\nPrinting-Bulletin, January, 1925 ..\n\n314.25\n\nPrinting-Bulletin, April, 1925 .\n\n429.10\n\nPrinting-\"Tocsin\" and remittance blanks .\nExtra Clerical service\n\n160.50\n\n1,403.13\n\nPostage and stationery ...\nTravel-Washington Convention :\nJessie M. Fink .\n\n790.34\n\nW. T. Longshore .....\nArthur S. Gist ......\nTravel-Cincinnati Convention :\n\n252.50\n\nJessie M. Fink ......\n\n165.44\n\n306.50\n\n264.50\n\n"}
{"page": 478, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\nArthur S. Gist ..\n\n415.76\n\nIde G. Sargeant .\n\n105.22\n\n453\n\n790.45\n\nOther items\n\n$10,880.67\n\nTotal expense .\nBalance May 31, 1925 .\n\n917.10\n\n$11,797.77\nAnna Laura Force, chairman of the nominating committee, presented the report\nand moved its adoption :\nPresident, Ide G. Sargeant, Paterson, N. J.\n\nFirst Vice-President, Helen V. Shove, Minneapolis, Minn.\nSecond Vice-President, J. S. Nants, St. Louis, Mo.\nThird Vice-President, J. D. Williams, Birmingham, Ala .\nSecretary, E. Ruth Pyrtle, Lincoln, Nebr.\nTreasurer, Courtland V. Davis, Norfolk, Va.\nMember of the Executive Committee, Jessie M. Fink, Grand Rapids, Mich.\nA motion was made that the Secretary cast the ballot for the nominees as read .\nCarried.\n\nA motion was made that a vote of thanks be given our retiring President for her\nable and efficient services .\n\nCarried.\n\nSimilar motions were made thanking Mr. Sargeant, editor of the Bulletin, and\nMr. Gist, editor of the Yearbook, for their valuable services .\nRetiring President Fink thanked the officers and members who had done so much\nto make her administration a success .\n\nThe meeting then adjourned to assemble for the mid-winter meeting in Washington the last week of February, 1926.\n\nAN ANALYSIS OF THE PRINCIPALSHIP AS A BASIS FOR\nTHE PREPARATION OF ELEMENTARY SCHOOL\nPRINCIPALS\nJ. CAYCE MORRISON, PROFESSOR OF SCHOOL ADMINISTRATION, OHIO STATE\nUNIVERSITY, COLUMBUS , OHIO\n\nAn examination of the catalogs of the leading universities of the United\nStates for the years 1912-15 failed to disclose a single course offered specifically for the benefit of elementary school principals ; and only 5 schools\noffered courses in the administration and supervision of elementary schools.\nAn examination of the latest available catalogs for 30 of the leading universities for the years 1922-25 discloses that 14 of these schools offered\none or more courses designed especially for school principals and that 11\nof these 14 schools offered courses devoted particularly to the problems\nof elementary school principals and supervisors .\nA number of schools offer a varied range of courses covering the elementary field. These courses fall into three general groups so far as the\ninterest of elementary school principals is concerned: first, those courses\nthat deal directly with the work of management, organization, administration, and supervision; second, those courses which deal more particularly\n\n"}
{"page": 479, "printed_page": null, "text": "+5+\n\nNATIONAL EDUCATION ASSOCIATION\n\nwith the improvement of instruction; third, those courses in the content\nor subject-matter of the elementary field. As an example of the development that is taking place, Teachers College, Columbia University catalog\nfor 1924-25 offered: four major courses that deal strictly with the work\nof administering the elementary school building; twenty-one courses that\ndeal with the theory and supervision of elementary schools; and nineteen\ncourses devoted to a critical study of the subject-matter of the elementary\nschool. A study of catalog offerings of other colleges of education suggests that they are making a real effort to meet the needs and the wants\nof workers in the elementary school field. That our colleges have succeeded in developing the most useful courses for the preparation of school\nprincipals is not so apparent from a study of college catalogs. In reading them one is invariably confronted with the question as to whether\nor not the subject-matter offered in such courses squares in any sense with\nthe problems that the principal must meet in bis daily work.\nThis paper proposes to report some of the essential facts obtained through\nan investigation that was undertaken more than a year ago in order that\nwe might secure information that would enable us to adapt our courses\nmore specifically to the needs of the elementary school principals of the\nState who are coming to Ohio State University to secure further preparation for their work.\n\nThe investigation aimed to get as thorough a picture as possible of the\npresent status of the school principal in Ohio. The study was limited to\nthe principalships in cities and exempted villages that is, to municipalties\nwith three thousand or more population. Returns were received from\n383 or 46 per cent of the 837 elementary school principals of these\nmunicipalities. These represented 63 of the 93 cities and nearly half of\nthe exempted villages. The inquiries attempted to secure data concerning the type of school administered, the educational preparation of the\nprincipal, his experience, personal data, clerical asisstance, office facilities\nand equipment, distribution of his time, his supervisory duties, and his administrative relationship to the superintendent. It was realized, of course,\nthat the questionnaire method had its serious limitations, that the problems on which data were secured, are in no sense inclusive of all the responsibilities that rest upon the school principal, and that present status\nmay lose sight of needed improvement.\n\nOn the other hand, when one examined the records of nearly 50 per cent\nof the principals of the State one could not avoid the conclusion that the\n\npresent status represents the cumulative evidence and experience of Ohio\ncities during a hundred years, and that certain tendencies which have developed during the past decade most assuredly point the way to the future.\nFurther, the limitations of the questionnaire method were safeguarded by\nchecking against other studies that have been made of certain phases of\nthe main problem within the State. In addition, we would characterize\nwhat we have done as merely the initial step in securing data that will enable us to give instruction to present and prospective principals in terms\n\n"}
{"page": 480, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n455\n\nof the problems with which they are confronted in administering elementary schools .\n\nOur first problem was to determine what an elementary school is. Of\nthe first 490 replies received, 181 principals administered grades one to\nsix or some combination thereof; 32 grades one to seven; 159, grades\none to eight; 12, grades one to nine; 5, grades one to twelve, and\n\n11 others, some miscellaneous grouping involving supervision of elementary grades below the seventh. In Ohio there are more principalships\ninvolving grades one to seven or one to eight than there are of grades one\nto six or less. Obviously, the swing toward the junior high school organization may change this situation within the next decade, but at the present\ntime a course designed to meet the needs of an elementary school principal\nmust consider both types of school-that is, grades one to six and one to\neight. Furthermore, as will be pointed out a little later, there is evidence\nto believe that the elementary school principal ought to be cognizant of the\nproblems of the junior high school or even of the full twelve grades, for\nit is evident that in the larger cities the junior high school will often be\ncombined with the elementary school, and in the smaller cities the twelve\ngrades in one building willnot be altogether uncommon.\nOur study showed that elementary school principals supervised from\ntwo teachers and 25 pupils to 52 teachers and 1649 pupils. The median\nschools have 12 teachers and 415 pupils. The middle 50 per cent range\nfrom seven teachers and 270 pupils to 19 teachers and 643 pupils. The instructor who would offer an effective course to elementary school principals\nmust understand the different problems and difficulties involved in a school\nof five teachers and 150 pupils, as compared with a school of 20 teachers\n\nand 700 pupils. In this one question alone is involved much of the problem confronting this department in its effort to professionalize the position of the elementary school principal. It may be that one of the biggest\nproblems to be met by elementary school principals is to give impetus to\na nation-wide movement looking toward the consolidation of elementary\nschools to such an extent that the unit will be large enough to challenge\nthe best effort of the men and women who would make elementary school\nadministration a life work.\n\nWe were interested to know whether or not the type of elementary\nschool had anything to do with the chances of women in securing the principalship. We have not yet completed the investigation as to the effect\nof the size of city or size of building upon the selection of women as principals. We did find, however, that 58 per cent of all the principals in\nschools with grades one to six were women, whereas, only 49 per cent of\nthe schools with grades one to eight had women principals. This difference suggested a tendency that will likely become more significant within\nthe next few years.\nThe clerical assistance that is provided for school principals, the office\nspace and the office equipment furnished them all are indices of the regard in which an elementary school principal is held by the board, the\n\n"}
{"page": 481, "printed_page": null, "text": "456\n\nNATIONAL EDUCATION ASSOCIATION\n\nsuperintendent, and the public. They indicate problems of which the prospective principal should be cognizant and they furnish a challenge to the\nmen and women already in the work.\nOf 383 elementary school principals reporting only 35, or less than 10\nper cent, reported that they had clerical help, only 24 of these had a fulltime clerical worker. Eleven depended upon part-time clerical help, which\naveraged a little less than three hours a day. Thirty-four of the 383 considered their help adequate, 114 considered it inadequate, and 235 expressed no opinion.\n\nIt scarcely seems credible that the cities of one of our largest States\nshould consider it worthwhile to permit more than 90 per cent of its ele-\n\nmentary school principals to perform all the clerical work devolving upon\nthat office. Yet, such is the case. It seems even more incredible that\n60 per cent of the elementary school principals should have no opinion\nwhatsoever concerning their need for clerical help. It raises the question\nas to whether or not the rank and file of elementary school principals at\nthe present time would know what to do with clerical help if it were provided them. Obviously, this question is a most important one for the consideration of those people who are offering courses to elementary school\nprincipals and it is surely a problem to be aggressively met by this Department.\n\nThe principals who had clerical help listed those duties performed by\ntheir clerical assistants. The duties most frequently mentioned were :\nPreparation of reports, distribution of supplies, correspondence and typing\nof form letters, answering the telephone, filing, mimeographing, and keeping records. It would be possible to make an exhaustive study through\nthe coöperation of the more efficient principals of this organization that\nwould determine the financial value to the school system of competent\nclerical assistance in the office of the elementary school principal. Such\na study should show definitely the amount of clerical help needed for different types of schools and could be carried to the point where no principal\ncould ever be justly accused of not profitably employing the assistance assigned to him.\nOf the 383 principals 302 had an office, but with 248 it consisted of one\nroom only and only 53 of the total number had an office where they\nmight hold private interviews. It may be seriously questioned whether any\nprincipal can be an effective leader of his own school or a respected leader\nof his community if he has no office where he may hold, with some degree\nof privacy, interviews with his pupils, teachers, and patrons; but it is evident that the young principals in the State of Ohio must learn how to do\nthis thing with the limitation of one room or no room, and it is just as\n\nevident that the older principals must set about to convince their superior\nofficials of the need for an office suite that will permit privacy of interview.\nThe office equipment provided suggests something of the efficiency of the\nschool principal. More than one third of the principals reporting had no\nbookcases, no city telephone communication, nor no duplicating machine\n\n"}
{"page": 482, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n457\n\nin their office. More than two thirds had no typewriter. Less than one\nfifth had filing cases. Less than 5 per cent had equipment needed for\ncarrying on effectively and profitably research investigations in their own\nschool system. A principal without a bookcase in his office very likely does\nnot have a professional library of his own. A principal without a typewriter or a filing case can be little more than a head teacher. These facts\nare merely suggestive of an innumerable group of problems which must\nbe solved before we can say with any assurance that the elementary school\nprincipal is a thoroughly trained, professional workman.\nDuring the past decade, current literature has sparkled with enthusiastic\noutbursts concerning the amount of time that principals should give to classroom supervision. More recently, considerable stress has been placed upon\nthe need for making the elementary school principal a community leader.\nAll assertions as to how the principal should expend his time, need to be\ntempered by the actual conditions confronting the men and women who\nare doing the work. Elementary school principals of Ohio report that\ntheir median member expends an even eight hours a day at school, exclu\nsive of his lunch period, five days a week. In addition to this time, he\naverages nine hours a week or an average of one and one half hours a day,\nsix days a week, to professional study and school tasks. Further, he gives\napproximately four hours a week to community affairs closely related to\nhis work as school principal. Personally, I think it will be a good thing\nfor the public to know that the elementary school principal spends ten\nhours a day, five days a week, plus a half day on Saturday at the job for\nwhich the community pays him a salary.\nThis same median elementary school principal devotes more than one\nhalf of his time to classroom teaching. He divides one third of his time\nthat is, his eight-hour working day about evenly between his administrative and organizing duties on the one hand and classroom supervision on\nthe other. About one eighth of his entire day or one hour each day is\ndevoted to clerical work.\n\nIf he could arrange his eight-hour day as he would like to arrange it,\nhe would cut his teaching time to one fifth of the entire day and his clerical\nload to approximately one half hour per day. He would increase slightly\nthe amount of time that he gives to administrative and organizing duties\nand would double the amount of time that he now gives to classroom\nsupervision. Whether this is the best division of his time that could be\nmade, we do not know, but it is apparent that the elementary school principal of Ohio has some ideas concerning the redistribution of his time\nthat are worth considering.\nPrincipals were asked to list the administrative duties that required\nmost of their time. On the basis of the frequency mentioned, discipline\n\ncame first, and the next five in order were : playground supervision, conferences with teachers, conferences with parents, supervision of attendance,\nand preparation of reports. One good principal listed corporal punishment, which suggests that perhaps after all the barbaric age of school ad\n\n"}
{"page": 483, "printed_page": null, "text": "458\n\nNATIONAL EDUCATION ASSOCIATION\n\nministration has not entirely disappeared. Neither can one help wondering what is wrong with the elementary school when discipline is the most\ntime-consuming administrative duty confronting the elementary school\nprincipal.\n\nOur study of principals' supervisory duties in reality was directed only\ntoward the administrative aspects of supervision. The average elementary\nschool principal, judging from data received, makes only three or four classroom visits a week. In this respect it should be noted, however, that in\nthose schools of cities above 100,000 population the average number of\nvisits per week is 13.5, whereas in the exempted villages, towns 3000 to\n5000 in population, the average is 2.8. These extremes suggest that in the\nsmaller cities principals are either giving their time to teaching and\nclerical duties or have not yet learned the value of supervisory work. The\n\nmedian principal expends approximately fifteen minutes per visit in classroom supervision. Less than half of the classroom visits are followed by\npersonal interview with the teacher concerned. Only 24 per cent file any\nwritten record of their visits and only a little more than 20 per cent feel\nthat their ratings are used in determining the promotion or tenure of teachers. It should be noted that the items just discussed serve as a check on\nthe principals' statements concerning the distribution of their time. In\nother words, the median elementary school principal who feels that he\nspends nearly one fifth of his time in classroom supervision actually visits\non the average less than four classes a week and expends approximately\nfifteen minutes in each visit. Only one fourth of the principals keep any\nwritten record of their supervisory observations and only about one fifth\nmake these records available to teachers, supervisors, or the superintendent .\nApparently, at the present time in Ohio the principal is not giving as\nmuch time as he thinks he is giving to classroom supervision. He is not\ntaking the trouble to make his judgment of his teachers' work known to\nthe teachers, and his superintendent does not consider his judgment of the\nteachers' work worthy of consideration in forming his own evaluation of\nthe teachers' usefulness in the school system. There are, of course, notable\nexceptions, but if these conclusions as stated above are true, and I believe\nthey are approximately so, there is a tremendous gain needed before we can\nlook upon the elementary school principalship as a truly professional\nposition.\n\nIn other supervisory responsibility, the work of the principal is more\nsatisfactory. Fifty-two per cent of the elementary school principals reporting felt that they had a general responsibility for the supervision of\n\nRespons\n\nilite\n\nthe work of special supervisors that is, supervisors of music, drawing,\nphysical education, etc. Forty-six per cent of those reporting had a general grade supervisor coming to their building. Only 4 per cent of those\nreporting suggested that there was any conflict of effort between the grade\n\nsupervisor and their own office. If the report be true, the situation in this\nrespect is most encouraging.\n\nIf the elementary school principalship is to be a position of thoroughly\n\n"}
{"page": 484, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n459\n\nprofessional leadership, then it is necessary that the principal himself be\n\ncapable of and be permitted to carry certain administrative responsibility.\nIn order to find what the present tendencies are in this respect we undertook to find out something of the principal's share of responsibility for\nfive important administrative functions : ( 1 ) Selection and assignment\nof teachers to schools; (2) Supervision of janitorial service ; (3) Making the daily program; (4) The formulation of rules and regulations governing routine matters ; and (5) Selection of textbooks and instructional\nsupplies.\n\nThe relationships most commonly found in the exercise of each of\nthese five functions follow. In the selection and assignment of teachers,\nthe superintendent advises with the principal as to the most of the assignments to his building. However, 105 principals claimed that they had no\nvoice whatever in the assignment of teachers to their building, and 99\nstated that they were sometimes privileged to nominate teachers for their\nown building.\n\nIn the supervision of janitorial service in the principal's building, the\nmost common relation was that the principal advised and requested, but\nhad no authority to direct, the janitorial service. However, 156 stated\nthat they had full supervision of the janitorial service as compared with\nseven who felt that they had no authority whatsoever.\nIn making the daily program, 36 of the 383 principals believed they\nhad power to determine the time to be devoted to each subject in the\ncurriculum; 132 determined the arrangement of classes on the daily sche-\n\ndule, and 171 had full control of the assignment of pupils to class groups.\nIn the formulation of rules and regulations, the most common relationship, in fact the one held almost universally was that the principal may\nmake any rule or regulation that does not conflict with rules adopted by\nthe superintendent and the board.\nThe majority of principals in the selection of textbooks and instructional\nsupplies have been instructed to order only such supplies or books as have\nbeen adopted for the system at large, although 171 felt that within certain\nlimitations they might order books and supplies not adopted for the system\nas a whole, and 113 had some voice in determining what adoption should\nbe made for the entire system.\n\nThe foregoing discussion has disclosed the type of school that elementary\nschool principals administer, has given a fair idea of the limitations imposed upon them through the lack of clerical assistance, private office space,\nand meager equipment, has suggested the amount of time they devote\n\nto their work and some of the defects in the distribution of that time, has\npointed out the futility of much of their supervisory work, and has indicated something of the administrative relationships that are developing\nbetween the superintendent's office and the school principal's .\nSurely we are confronted with the question as to what sort of preparation and experience is needed by a man or woman who expects to administer an elementary school .\n\n"}
{"page": 485, "printed_page": null, "text": "460\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe average elementary school principal in Ohio has 6.2 years of educational preparation beyond the elementary school. The average for men\nis considerably higher than that for women. Sixty per cent of the women.\nand 56 per cent of the men have attended normal school, but only 11 per\ncent of the women and 31 per cent of the men are graduates of a college\nor university. A study of previous experience shows that more than half\n\nry ol ipals\nd ctly m\na\ne\nt\nt\nn\no\ne\nc\nm\nm\nn\ne\nm\no\nn\nsch pri hav bee pro dire fro an\nFro of the ele\n\nelementary school teaching position. The foregoing facts combined suggest that for a great many years past the acceptable standard of preparation for elementary school teaching was two years of normal school work\nand that since elementary school principals were largely recruited from\nthe ranks of elementary school teachers the old standard for an elementary\nschool teacher has really controlled the educational preparation of the pres-\n\nent generation of elementary school principals. The limited preparation\nof the elementary school principal in Ohio becomes all the more vivid\nwhen compared with that of the median high school principal of the same\nState, who is a college graduate and has had more than one half year of\ngraduate study.\n\nIn this day when most of us are committed to the ideal of a single salary\nschedule for teachers, and when we automatically accept the theory that\nfour years of academic and professional preparation for the elementary\nschool teacher is quite as useful as for the high school teacher, it behooves\nthe profession to set up a new standard of educational preparation for\nthe elementary school principal, and to advocate that standard with all the\n\nability and persuasion that can be mustered.\nI am assuming that the Department of Elementary School Principals\nwill be satisfied with nothing less than one year of graduate study, with\na major in the supervision and administration of elementary schools, as\nprerequisite for admission to the profession of elementary school principals .\nIf this department is on record or goes on record for such a standard then\n\nthere is a challenging program ahead for those school principals now in\nservice who have less than two years of preparation beyond the high school\nequivalent.\n\nInvestigation showed that the elementary school principal has spent a\nvery much longer time in attaining his present position than has the high\nschool principal of the State. Median figures for the two groups were\nrespectively 17.3 and 8.6 years. This again bears out the fact that the\nelementary school principal has depended much more than has the high\nschool principal upon length of experience to secure his present work.\nIn advocating college graduation and one year of graduate study as\nessential preparation for the work of the elementary school principal, one\nis immediately confronted with the question as to whether or not the posi-\n\ntion will pay enough to justify the expenditure of time and money required to secure such preparation. For the last current year the median\nsalary for elementary school principals was $1850.\n\nThe median salary\n\n"}
{"page": 486, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n461\n\nfor men was considerably higher than that for women, and for both sexes\nthe salaries were directly proportional to the size of cities.\nStudies not yet completed indicate that before the elementary school\n\nprincipalship can be put upon the same plane as the high school principalship it will be necessary to institute a nation-wide movement for\nconsolidating elementary schools so as to make more economic units for\nadministration. As an illustration, in one city of 22,000 people there were\nnine elementary schools. In one section of the city there were three buildings employing respectively 12, 7, and 3 teachers. All three buildings\nwere ready for the discard. The three schools were consolidated in a\nnew building on a lot large enough to allow a reasonable future expansion\nand yet no child in the building had to walk more than a mile and fully\n75 per cent were within three eighths of a mile of the new building. Instead of having one poorly paid supervising principal and two teaching principals, the new building could employ one well prepared, well paid supervising principal .\n\nIn Ohio, the median high school principal is a college graduate with\nsix tenths year of graduate credit and an annual salary of $2750 or\n$900 more than the median salary of elementary school principals. With\na larger and therefore more economical elementary school unit, it is rea-\n\nsonable to believe that society would be willing to pay elementary school\nprincipals the same reward it now grants to high school principals and\nto give both groups the small increase necessary to lift the level of graduate\nstudy from the present median of six tenths year for high school principals\nto aminimum of one year for all principals.\nSuch a proposal is based, of course, on the assumption that the increased\npreparation will result in increased service rendered. Any analysis of\nthe principals' work should look toward an improvement of the service\nto be given. It should involve both careful analysis of the present status\nand an interpretation of future needs in terms of the best theory that can\n\nbe evolved. It will include not only an analysis of problems present and\nfuture but analysis of the skills and ideals needed for the solution of those\nproblems.\nIt rests upon us who presume to teach men and women how to administer elementary schools, to make the most careful analysis possible of\nthe actual situations which school principals must face and with the cooperation of principals now in service to devise ways and means of remedying situations that are now detrimental to the welfare of children and\npublic schools. It rests with the Department of Elementary School Principals to challenge our thinking to help formulate the problems which need\nour assistance for further investigation and to help us establish standards\nthat will be acceptable to the public which we both serve. The theory\nand the practice of the administration of elementary schools must establish\nits foundations in the problems with which elementary school principals\nare actually confronted.\n\n"}
{"page": 487, "printed_page": null, "text": "462\n\nNATIONAL EDUCATION ASSOCIATION\n\nPUPIL ADMINISTRATION AND CHARACTER\n\nTRAINING\n\nHARRY O. GILLET, PRINCIPAL OF THE UNIVERSITY OF CHICAGO\nELEMENTARY SCHOOL, CHICAGO, ILLINOIS\n\nWhat a change a few years have brought in our conception of the elementary school principal. Yesterday he was the eighth grade teacher who\nfor the dignity of the title and a few extra dollars did the routine office work\n\nof the school. Today in the progressive school system he is the professional expert of the building and the local representative of the superintendent. As the person in active responsibility for the efficiency of a large\nand complicated organization, he has been relieved of all or most of his\nteaching and has been given a clerk to carry the burden of petty details.\nHe has had his job analyzed for him by efficiency experts. He has re-\n\nceived specialized training. He is intimately acquainted with the course\nof study as a means of education. He has studied the psychology of learning and teaching the common branches. He knows the elements of effective classroom management. He has learned to test and measure, to group\n\nhis children economically for instruction, and to organize his class timetables intelligently. He can recognize and diagnose inefficiency in any\nschool activity and he knows how to eradicate it. He is a specialist.\n\nHis is a busy day. He has to plan carefully to give a due proportion\nof his time to supervision of classroom activities and the improvement of\ninstruction, the study of test and measurement data, the organization of\nclasses, pupil accounting and school bookkeeping, conferences with parents,\nand community activities. He has insufficient time to do anything as well\nas he would like to do it. But, busy as he is, there is another major activity which he must develop and organize. It is pupil personnel work.\nHe is conscious of the problem and is giving it some attention, but the results are meager and ineffective because he has not organized the work on\na sufficiently broad basis.\nWe Americans seem to have a genius for organization. We like to\nanalyze a task and plan it so that we can perform it with a minimum\nexpenditure of time and energy. In industry we standardize and mechanize and organize so that we may produce more at cheaper unit cost. We\nrealize this is what makes it possible for all of us to have automobiles\nand many other articles which yesterday were luxuries, with the leisure\nto enjoy them.\nWe are proud of the improvements we have made in our schools through\n\nanalyzing and organizing their activities. Through our study of the community and its problems we have made over our courses of study as\nmeans of education for citizenship. We have eliminated obsolete practices from our arithmetics and rarely used words from our spelling books.\n\nWe train children to read silently for understanding rather than orally\nfor expression. We teach hygiene and health conservation instead of\nanatomy. We have organized teaching methods to harmonize with what\nwe have found about how children learn. We employ trained people to\n\n"}
{"page": 488, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n463\n\ninterpret the course to teachers and to guide them in using it. We\nhave greatly improved our textbooks. We have begun to devise means of\ntesting intelligence and the products of teaching. We promote ability\n\ngrouping, platoon schools, junior high schools, individualized instruction\ninthe fundamental school arts, and departmental teaching to give the pupil\nthe utmost in education in return for his time and the community's money.\nOnly pupil personnel work has been left on the old unorganized basis. In\nfact it is deteriorating, because we have become so engrossed in operating\nthe units of our system that we are not taking time to become acquainted\n\nwith our individual pupils. We are organizing, teaching, and testing\ngroups with economy and dispatch, but while our expressed purpose is to\ngive each child as great a measure of intellectual, moral, physical, manual,\nand æsthetic training as his capacity and limitations and our time and\nstrength will permit, we realize we do not know enough about him to\nwork very intelligently. Our old means of becoming personally acquainted\nwith him are breaking down, and we are not organizing new ways of\nmeeting the changed conditions. In some way we must make teachers\nkeenly conscious again of the pupil as an individual, a personality, whom\nthey can understand only as they know and appreciate the conditions which\naffect him.\n\nGreatly improved as our schools undoubtedly are, the output does not\nplease us altogether. We cannot quiet our doubts by repeating that we\nhave to work with very refractory material, that some children are born\ndull, that our percentage of failures is becoming smaller. We are becoming conscious of the fact that so far in our organizing for efficiency we\nhave failed to take some important factors into account. We know that\n\nmany bright pupils fail to meet our hopes. The pupils in the lowest\nquartile in intelligence quotients or mental ages may advance into any\nof the other quartiles in accomplishment. The overlapping in achieve-\n\nment in ability groups is large. Pupils encounter many individual difficulties. The quick child in arithmetic may be slow in learning to spell.\nThe mechanics of reading may be the one high hurdle. It is rather rare\nto find a bright person who learned in the elementary school how to use all\nhis school time to advantage. We give our children good books to read\nin school, but many turn to cheap and unworthy books outside. We teach\nthem to read fast and with understanding, but we do not always arouse\nlasting intellectual interests. Unsocial conduct and personality and moral\ndefects persist to discouraging degrees.\nEven in the school subjects our present organization does not seem to\nprovide adequately for the welfare of the individual in the group if he\nvaries much from the so-called norm, by which we vaguely mean average.\nPeriodically we conscientiously give standardized tests in the school arts,\nand we compute the class medians and make our reports. We know we\nought to do something about the cases of children in the upper ranges\nand lower ranges, but the scheme of things does not provide for doing\nmuch in a personal, individual sense. Besides, a little knowledge of in\n\n"}
{"page": 489, "printed_page": null, "text": "464\n\nNATIONAL EDUCATION ASSOCIATION\n\ntelligence quotients and the normal distribution curve makes many an unthinking person fatalistic in his attitude toward the deviant. He vaguely\nbelieves he is working with nature merely when he passes him with high\nmarks or fails him and then neglects him.\nOur ability grouping makes the problem of the superior child or the slow\nchild less acute, but it by no means solves the problem. In general the\nrange is decreased, and the upper class studies a richer course while the lower\nclass plods along without much hope, but the individual proceeds on his\nwasteful way, because nobody has time or the facilities to study his case\nand show him how to make the most of his abundant or his meager talent.\nWe still try too much to make the child fit the course.\nWhat we need to know about a problem case is only what we need to\nknow about every child in our classes if we are to understand him and\nto make our teaching personal and individual. We should know the\nsignificant facts about his parentage, his home and neighborhood environment, his physical condition and handicaps, his school history, his capacities,\ninterests, inhibitions, and accomplishments, and the ways in which he uses\nhis time-all this in addition to academic marks and test scores and in-\n\ntelligence quotient and attendance record.\n\nSome of it is hard to secure\n\nif we wait until a problem has developed. A little of it public opinion\nin some communities would not permit us at present to put on record in\nschool files.\n\nMuch of it is the sort of information which the teachers\n\ngathered informally before schools were so large and so well organized.\nBut then we did not know how to use it so well.\n\nRemedial measures have been the subject of much study in laboratory\n\nschools in recent years, and we have made much progress in selecting and\nusing data. Now that we are learning how to use such data, the problem\nin our larger schools lies in collecting and recording as well as using them.\nWe need full but concise cumulative records to which parents, teachers,\nprincipal, and school physicians and nurses contribute. Marks and scores\nand attendance records are not enough. They do not tell the story, and\nbecause when the pupil is promoted the new teacher does not know the\nstory, and the present organization does not provide her with means of\n\nlearning it, her teaching is bound to be less personal, less vital, more\nacademic, and in terms of education for living, less effective.\nWhat we seem to need first of all is a cumulative master card for each\n\npupil and a folder for supplementary information about him.\n\nThe cards\n\nthat we are using experimentally in the University of Chicago elementary\nand high schools probably are larger and more elaborate than we shall find\n\nwe need. They provide for recording all the data we can get about a\npupil's inheritance, his pre-school training in home and neighborhood, his\nphysical history with special reference to nutrition, illnesses, operations,\nvitality and growth, his physical condition in detail as revealed by examina-\n\ntions made annually by the school physician, his home and neighborhood\nenvironment, his interests and out of school activities, and his school his-\n\ntory with regard to tests and measurements, teachers' judgments of his\n\n"}
{"page": 490, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n465\n\nwork and accomplishment, attendance, and reports in the several subjects\nofstudy.\n\nWhen one sets about it, one does not find it difficult to get most of the\ndata. Parents are solicitous for the welfare of their children, and if\nthey believe the principal and the teachers are capable and honest, they\nwill cheerfully answer questions about home and neighborhood life and preschool physical and social history. Of course, the interrogator must use\njudgment in questioning and recording and must omit the doubtful and\nirrelevant. She must be guided by a standard questionnaire but she must\nbe quick to follow additional significant leads. The interview with the\nparent may do much to cement the good will which most parents entertain both toward their children's school and its teachers. The reports\nof the physical examiner, with interpretations of the findings, belong on\nthe cards. Test scores and academic reports are transferred automatically,\nwith such additional data as make the reports significant. Together with\nthe pupil's weight record should be noted the average weight for children\nof the same sex, age, and height. If, in consideration of height, the parents'\nstature or nationality is significant, it should be noted. Together with the\nscores in the standardized tests should be noted the norms for the grade.\n\nTeachers' reports other than scores and marks may be sent in periodically\nor whenever there is anything significant to report. They should be filed\nin the pupils' folders. Our own practice is to use small cards, which\nhave come to be known as \"yellow yards,\" and on which the teacher sends\nreports of special success or failure, with explanatory comments. Such\ncards have a wonderfully stimulating effect when they are sent to parents,\nespecially if the reports are commendatory. Into the pupils' folders go\nalso reports of remedial work, special interests, supplementary work, outside reading, and behavior which may have special significance.\nMakers of filing devices have responded intelligently to the demands of\nschools for adequate cards and cabinets. They have devised cards and\nsymbols for recording data in unbelievably small compass. The newer\ncabinets permit the filing of cards for one thousand pupils in a few shallow\ndrawers at the principal's elbow.\n\nThe principal's first duty in personnel administration is to organize the\ncollection and recording of significant physical, environmental, social, mental, and intellectual data about each child. His second duty is equally\nimportant to train his teachers in the use of the data and to acquire the\nhabit of using the data. Probably the most effective way is through the\nstudy of problem cases. He must master the procedure for himself through\nactual performance before he tries to instruct the teachers.\n\nTo read about\n\nprocedure is not enough. He must actually diagnose some problem cases\nscientifically and thoroughly and use remedial measures successfully before\nhe can know enough to tell others. It is the unusual teacher who will\n\nspurn the principal's offer of help in diagnosing a problem case if she believes he is qualified to give it.\nProblem cases in school usually attract attention through failure or partial\n\n"}
{"page": 491, "printed_page": null, "text": "466\n\nNATIONAL EDUCATION ASSOCIATION\n\nfailure in some subject, or through unsocial conduct, or manifestations of\nwarping motives. They usually can be traced to low or poor mentality,\nbad physical history, present physical handicaps, unfortunate home and\nneighborhood environment, poor or insufficient teaching, absence from\nschool, or neglect. Most of the cases are not difficult to diagnose and\n\nmany can be remedied, if not cured, by simple measures. The skillful\nteacher often can employ the necessary remedial measures in class if she\nknows specifically where the trouble lies. Sometimes, of course, the causes\n\nare obscure or obstinate, and even when discovered, cannot be modified\nappreciably.\nThe University of Chicago Elementary School has been at work for\nseveral years on personnel procedure. The school has its due proportion\nof certain kinds of problem cases. We admit pupils to the kindergarten\nand the first grade without testing them in advance. Among these children the usual difficulties develop.\n\nBut since there is an automatic selec-\n\ntion because of the tuition charge, and since the community itself is superior,\nwe follow the policy of admitting to the second, third, fourth, and fifth\ngrades some maladjusted pupils from other schools. We are not equipped\nto care properly for subnormal, blind, deaf, or tuberculous children, but\nwe have misfits of other kinds.\n\nWe test every child in the school early in his course for mentality and\nperiodically for achievement in the school arts. We give him a rather\nthorough physical examination annually, which includes tests of sight and\nhearing. We get his pre-school physical and social history. We learn\nsomething of his parents and his home. All this we record, together with\nreport from teachers about his attitudes, his power and habits of application, the amount and quality of his outside reading, his attendance, his\nhealth, his interests, any items of significant behavior, and his degree of\nsuccess in doing each kind of school work.\n\nThese records are accumu-\n\nlated and organized as explained above, so that they are available for inspection by any teacher in the study of any or all of her pupils, or for the\nstudy of a problem case when it develops.\n\nFrom time to time such cases do develop. The teachers report them\nto the principal, together with tentative diagnoses and supporting evidence.\nIt is a help in thinking to classify them as mental, intellectual, physical,\npsycho-physical, volitional, or psychopathic cases. The principal discusses\neach with the reporting teacher in the light of the evidence and the history.\nUsually the class teacher with the help of the departmental teachers who are\nconcerned is able to do all that is necessary without interfering with class\n\nroutine. Individual instruction may be necessary, but usually an acquaintance with the nature of the difficulty enables the teacher to give the needed\nindividual help while she is working with the group.\nSome cases do not yield to the measures which the class teacher em-\n\nploys. They become known as remedial cases, and for the present, while\nwe are making a special study of means of diagnosis and treatment, they\nare referred to a special teacher, known as the remedial teacher. In con\n\n"}
{"page": 492, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n467\n\nference with the reporting teacher she investigates the difficulties, and or-\n\nganizes remedial treatment, which she herself may carry on experimentally\nor which the class teacher may give. The remedial teacher, however,\nkeeps closely in touch with each of these cases for a number of months,\neven though the pupils may not be reporting to her for instruction.\n\nIt goes without saying that a child of mentality somewhat below the\naverage must have a modified course and must be given more time to learn.\n\nPoor nutrition, the specific infections, heart, nose, throat, mouth, and\nthyroid disorders, and poor sight and hearing are frequent causes of slowness in learning. Until these physical handicaps are removed, it is almost\nuseless to attempt classroom remedial measures.\nThe country over, reading is the subject in which there are most failures\nin the lower grades, and arithmetic is the subject in which there are most\nfailures in the middle grades. For difficulties in reading and in performing the fundamental operations in arithmetic there are now rather\ncomprehensive diagnostic tests. The trouble usually is specific, not general ,\nand when it is recognized, appropriate remedial measures can be employed\nsuccessfully. While the standardized tests in problem solving in arithmetic\nhave less diagnostic value, there is a good deal of evidence to support the\nview that ability to recognize the appropriate process or processes to use\nin solving an arithmetic problem can be cultivated in any intelligent child\nwith proper teaching and sufficient practice. In this connection, it ought\nto be said that intelligent reading of arithmetic problems is a specialized\nart which is not often cultivated in the classes of reading. Study of problem cases in spelling reveals some specific difficulties which training can\novercome. Inability to read intelligently and intensively is responsible for\nmany of the failures in history and geography.\nRepeated academic or social failure is a prolific cause of further and\nmore extended failure.\n\nA taste of success is a wonderful stimulus to\n\ngreater endeavor. Sometimes an adjustment in grading or the removal of\na specific difficulty provides the only means necessary to transform the\nlazy, unsocial, sensitive, disorderly failure into an active, coöperative, happy\nlearner.\n\nWhat has this study of individuals in our classes to do with training\nof character ? The answer is obvious. The teacher can impart much of\nher instruction in the school arts to properly graded groups quite as well\nas to individuals, but to train in character, she must be conscious of each\nchild as a personality, a complex of habits, attitudes, and desires all his\nown. She must know how he came to be what he is, what influences\ndominate him, and the effects they are having on him. She must understand him by being able to put herself in his place. Such understanding\n\nis the outcome of experience and much study. She is busy, very busy\ndoing the next thing as it crowds upon her through the day, and unless\nthe basic records are available for her to use in her study of an individual\nshe is likely not to go out to get them. Along with the present greatly\nimproved organization of our schools for the teaching of the arts, we\n\n"}
{"page": 493, "printed_page": null, "text": "468\n\nNATIONAL EDUCATION ASSOCIATION\n\nneed improved organization for the study and understanding of indiviuals.\n\nOnly as we understand a child can we train him in the fundamentals of\ncharacter.\n\nTHE EDUCATIONAL VALUES DERIVED FROM THE\nTEACHING OF SCIENCE IN GRADES I TO VI IN\nTHE ELEMENTARY SCHOOL\nCLIFFORD L. WOODY, UNIVERSITY OF MICHIGAN, ANN ARBOR, MICHIGAN\n\nThe agitation for the teaching of science in Grades I to VI in the elementary school may be traced to a number of influences. A century and\na half or two centuries ago the enthusiasm of Rousseau for sense training\n\nand for education according to nature, the emphasis of Pestalozzi upon\nsense training and upon object training, and the insistence of Froebel that\nassociation with nature brought about moral improvement, religious uplift, and spiritual insight, all had a tendency to turn the attention of\nteachers upon the value of studying nature and natural phenomena. Herbert Spencer's defense of the sciences, approximately three quarters of a\ncentury ago, undoubtedly added great momentum to the movement for the\nteaching of science not only in institutions of higher education but also in\nthe elementary school. The exposition of Dewey's philosophy of education and the publication of the program of science work offered in the\nexperimental school which he established in connection with his work at\nthe University of Chicago did much to crystallize the thinking about the\nvalues of the teaching of science and to suggest the type of subject-matter\nwhich should be emphasized under the term \"science.\" Professor and\nMrs. Comstock with their contributions under the caption of Nature\nStudy have done much to determine the proper content of a course in that\nsubject or series of subjects. Other individuals-for example, Elliot,\nHodge, Downing, and McMurry had their influence, but the limit of this\npaper precludes discussing them. Undoubtedly the movement for general\nscience in the high school or junior high school, the movement for an enriched curriculum, the demand for a certain type of fact material in connection with the teaching of reading, and the utilization of the child's\ninterest through the project have contributed to our present-day interest in\nscience in the elementary school.\nTIME DEVOTED TO SCIENCE IN THE ELEMENTARY SCHOOL\n\nA recent study of the amounts of time devoted to the teaching of the\ndifferent studies in the curriculum of the elementary school showed that\nthe amount of time devoted to the teaching of what was termed \"science\"that is, nature study, elementary science, physiology and hygiene-in 10\n\nto 50 cities of the United States was 424 minutes in 1904, 406 minutes\nin 1914, and 354 minutes in 1924. The amount of time which was devoted to the teaching of geography, which is often included under the\n\n"}
{"page": 494, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n469\n\ncaption of science, was 762 minutes in 1904, 735 minutes in 1914, and\n\n760 minutes in 1924. If the amounts of time devoted to the teaching of\n\"science\" and those devoted to the teaching of geography are combined,\nthe percentages of the total time devoted to the teaching of these two\nsubjects are : 10.46 per cent in 1904; 10.5 per cent in 1914; and 9.34 per\ncent in 1924. These facts suggest that slightly less time was devoted\nto the teaching of science in 1924 than in 1914 or in 1904, but this conclusion does not necessarily follow since there was difference in the number of cities reporting and difference in the particular cities reporting.\n\nThe facts do make it clear that approximately 10 per cent of the total\nschool day is definitely set aside for the teaching of science. Undoubtedly\nconsiderably more time is devoted to the teaching of science through the\nemphasis which is given incidentally in the teaching of such subjects as\nindustrial arts, language, and reading.\nSince there is widespread interest in the teaching of science in the elementary school and since 10 per cent of the total school day is set aside for\nthe formal teaching of science, it is well to make inquiry concerning the\nparticular value to be obtained from such instruction. The values to be\n\nobtained from the teaching of this subject must be scrutinized just the\nsame as the values obtained from the teaching of all other subjects .\nThe purpose of the present paper represents an attempt to set forth cer-\n\ntain educational values which can be derived directly or incidentally from\nthe teaching of science. This presentation is made from the point of\nview of one interested in the educational process as a whole and not from\nthe point of view of the specialist in science or in a particular field of science.\nFurthermore, this presentation is made without any definite attempt to\n\ngive the exact connotation of the term \"science.\"\n\nThroughout the dis-\n\ncussion \" science\" will be assumed to include the natural things and processes as they directly concern the daily lives of the children. It may well\nbe thought of as including the study of flowers, leaves, weeds, trees, insects,\nbirds, pet animals, soils, rocks, land formations, erosion, transpiration,\n\nweather, rainfall, snow, heat, light, clouds-in fact anything which savors\nof what is usually spoken of as science especially adapted to the pupils in\nthe different grades of the elementary school. In presenting the different\n\nvalues it should be pointed out that they are momentarily closely interwoven and that isolating them is merely for the sake of emphasis and to\nguarantee that no one value is overlooked.\nENUMERATION\n\nOF\n\nVALUES\n\nAfter thorough consideration of the values to be obtained from the\n\nteaching of science in Grades I to VI, the following list is suggested for\nyour consideration :\n\n1. The teaching of science in these grades equips the child with a varied\n\nand extensive vocabulary. If this value were to be stated as an objective\nit would be as follows : \"To give meaning and significance to those\nscientific terms and processes which are encountered in the common ex\n\n"}
{"page": 495, "printed_page": null, "text": "470\n\nNATIONAL EDUCATION ASSOCIATION\n\nperiences of everyday life.\"\n\nHowever it is immaterial for the purposes of\n\nthis discussion whether the values are stated in terms of aims or outcomes.\n\nThat there is need for a vocabulary which emphasizes words and processes encountered in science is evident. The writer¹ in the analysis of the\ncontents of fifteen readers for Grade II found that on the average 15.3\nper cent of the subject-matter in the books dealt with real nature stories.\nIn a similar tabulation of ten readers for Grades I to VIII, inclusive,\nStarch found in the first four grades the following percentages of the\ntotal content of the books dealt with science, i. e., animals, plants, wind.\nwater: Grade I, 37.0 per cent; Grade II, 26.8 per cent; Grade III ,\n21.8 per cent; Grade IV, 9.5 per cent. Hilliards found that of all factors\ninfluencing the ability to read knowledge of vocabulary contributed more\nthan any other factor save general intelligence. Curtis found in investigating the scientific terms employed in 630 miscellaneous articles that 614\nof the 962 scientific terms occurring are not included in the Thorndike\nlist of \"The Ten Thousand Most Commonly Used Words.\" Such books\nas Caldwell and Slosson's Science Remaking the World are typical of the\nscientific books which may be expected in the future. Robinson's pleas\nfor the humanization of scientific knowledge will have its influence not\nonly in the writing for the public at large, but also in the books for use\nin schools. The publication of readers containing informational materials,\nsuch as Horn and McBroom, is indicative of the type of material which\nthe children in the elementary schools must read in the future. As this\ntype of material increases the need for a knowledge of the terms of science\nwill be greatly increased.\nAn excellent illustration of how the teaching of science equips the child\nwith a varied and extensive vocabulary is given in the article by Miss\nStine in the current yearbook of this department. A brief quotation\nfrom her discussion of the method of treatment of the topic, \"Cultivated\nFlowers\" in Grade I will make clear the process :\n\"(a) Take the children on a walk to a flower garden which is near to identify\n\na few of the common flowers, as nasturtiums, four-o-clocks, balsam, pansies, dahlias,\netc.\n\nTeach name and chief color.\n\nLook for seeds of nasturtiums and other seed-\n\nbearing plants and collect for spring planting.\n(b) Make envelopes for seeds collected, recalling the names of each plant\nrepresented.\n\n1Woody, Clifford. The overlapping in the content of fifteen second readers. Journal of\nEducational Research, Vol. II, P. 465, June, 1920.\nStarch, Daniel. The content of readers. Twentieth Yearbook National Society, Part\nII, pp. 145-151 .\n\n*Hilliard, G. H.\n\ntests.\n\nProbable types of difficulties underlying low scores on comprehension\n\nUniversity of Iowa Studies in Education, Vol. II, No. 6, 1924.\n\nCurtis Francis Day.\nSome values derived from extensive reading of general science.\nTeachers College Contribution to Education. No. 163.\n\nCaldwell, O. W. , and Slossen, B. E.\n\nScience remaking the world.\n\nDoubleday, Page\n\nand Co. , 1923 .\nRobinson, James Harvey. The humanizing of knowledge. George H. Doran Co. , 1923 .\nStine, Perna M. \"The study of local flora.\" Fourth Yearbook of the Elementary School\nPrincipals of the National Education Association .\n\n"}
{"page": 496, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n471\n\n(c) Learn to identify each flower brought in by the children. Teach the name\nand color. Show colored pictures of the flowers and see if the children can\nname them.\n\n(d) Draw and color the more simple flowers shown.\n(e) Mount pictures of flowers cut from seed catalogs.\n( f ) Use every opportunity to review names of flowers, as, when children bring\nin fresh flowers ask one child to see if there are any asters in the bouquet, and\n\nif so, to take them out and put them in a separate vase. This may continue until\nall of the flowers are named. After all flowers are placed, other children may\ngive the names of each kind.\"\n\nNote the emphasis in this quotation placed upon getting the names of the\nflowers, the names of the colors, and the names of the seeds. In the study\nof trees and leaves the children are drilled in the names for the parts of the\ntree, the words that describe the bark, the adjectives that describe the\nleaves, or the adjectives that describe the fruit. When this same emphasis\nis applied to all the different aspects of science, think what a wide and\nvaried vocabulary the children will have acquired.\nThis method of emphasizing vocabulary in science is exactly the method\nutilized in many of the progressive schools in teaching the children to\nrecognize a few words needed in beginning reading. Oftentimes the\nteacher has labels for the different objects in the room and drills the\nchildren in applying the proper names and labels to the different objects.\nIn the earliest acquisition of vocabulary there is almost always association\nof the word with the object, and it is the contention of the writer that\nthroughout the lower grades there is a distinct advantage in the presentation of new and difficult words in presenting them in a situation in which\nthe word naturally arises. In what better way can one teach the word\n\" ridged\" or \"net-veined\" or \"serrate\" than in connection with the presentation of ridged bark or a net-veined leaf or a leaf with a serrate edge.\nEvery phase of science is replete with opportunities for teaching new words\nand new adjectives. It should be recalled that the child is in an environment which is permeated with all phases of science and that he will\nacquire the vocabulary of science just as naturally as he will acquire\nthe vocabulary of the artificial situations created for him in the teaching of\nreading. Thus the acquisition of a wide and varied vocabulary is one\nof the values accruing from the teaching of science.\n2. The teaching of science in these grades provides opportunity for giving\nthe children meaningful experiences in connection with the life with which\nthey are surrounded and about which they are going to read. This value\nis closely associated with the value designated as \"equipping the child\nwith varied and extensive vocabulary\", but the two values need not necessarily coincide. In fact much of the time they do not coincide. Often\nwe as adults encounter words and expressions, retain them in our passive\nvocabulary for the time being and later ascertain their exact shades of\nmeaning and decipher the exact situations in which they should be used.\nIn child life this tendency is apt to be more prevalent than in adult lite.\nIn fact this very tendency to learn words without meaningful experiences\n\n"}
{"page": 497, "printed_page": null, "text": "472\n\nNATIONAL EDUCATION ASSOCIATION\n\nin connection with them is one of the serious criticisms of much of our\n\neducational practice. We teach children to call the words of the selection\nto be read, but they do not understand its real meaning because their experiences in no way correspond to the ideas expressed in the selection. Teachers of the primary grades are conscious of this necessity of meaningful\nexperience and often advocate that the first task in teaching primary\nchildren to read is to give them meaningful experiences embodying the\nideas which will be contained in the selection to be read eventually. One\n\nauthority on primary reading advocated that no definite instruction in\nreading should be attempted during the first six weeks of Grade I and\nthat this time should be utilized for taking the children into the parks,\ninto the gardens, into the museums, to the zoo-in fact for anything which\nwill give the children experience to understand the words and to interpret\nwhat they are later going to read. A teacher in commenting on the\ndifference in the methods of teaching reading to dull and brilliant groups\nof pupils in a class expressed this same thought when she said the main\ndifference lies in the fact that most of her time with the dull pupils was\nutilized in building up meaningful experiences. She said that the dull\npupils bring almost nothing to their school work, that they have almost\nno experience with which to interpret, and that attempts to instruct without\ninterpretative experience were largely fruitless.\nA few sentences selected from an article by Otis W. Caldwell,¹ \"What\n\nNow and What Next in Theory and Practice\" expresses in vivid fashion\nwhat the term \"meaningful experience\" signifies:\nIf you read to me from almost any casually-opened page of Emerson, Hawthorne, Lowell, or other well-known author, I soon find myself picturing the author's\nreferences in terms of my own experiences. The description of woodlands, shops,\nvillage scenes, and people's actions bring to me not what the author sees, but what\nmy own recorded experiences call forth in terms of what the author says\nBut understanding or interpretation of printed materials depends much more\nlargely upon experiences-first-hand experiences-than our modern educational\nSome outstanding teachers have advocated that\npractice recognizes .\n\nbooks be discarded, which is an unreasonable and impossible proposition, since in\nbooks are stored the records of the world's accomplishments.\n\nIn school we need\n\nmore, not fewer, books. The greater need, however, is for a better planned use\nof the experiences which provide the foundations for proper and more extended\n\nuse of books. Not only are these basic experiences necessary to an understanding\nof books, but they provide several approaches to the mind, each of which is of a\ndifferent nature and from a different angle, thus providing a multiplication of the\nThe possibilities of educaview for the understanding of any question\ntion by the use of subjects of study must be re-examined for the purpose of finding\nhow better to relate these studies to the foundational experiences.\n\nAs a basis for providing these foundational experiences, no subject in\nthe elementary school curriculum has greater possibilities than science. The\nfirst-hand experience of the children in dealing with growing flowering\n1\n\nCaldwell, Otis W. What now and what next in theory and practice.\nRecord, XXVI, No. 7, pp. 547-8, March, 1925 .\n\nTeachers College\n\n"}
{"page": 498, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n473\n\nplants, with roots, leaves, fruits, and seeds, with birds, butterflies, insects,\nsilkworms, fish, and pond life with the wind, rain, and snow, with the\nhills, islands, rivers, lakes, soils, rocks, fire, foods, etc. may prove a veritable\n\neducational gold mine if properly utilized. There is no doubt in the mind\nof the writer that if meaningful experience could be provided for much\n\nof the subject-matter constituting the regular course of study, it could be\nmore thoroughly mastered in much less time and that it would be retained\nmuch longer. The difficulty with much of our learning is that it is leaning\non the nonsense level. It may represent sense to the teacher, but it\ncertainly represents nonsense to the pupils and will be forgotten in the same\n\nproportion as nonsense syllables are forgotten. The only protection\nagainst this type of learning is to give the children a wealth of meaningful\nexperiences. No other subject in the curriculum of the elementary school\noffers the same possibilities of giving these experiences as the subject of\nscience.\n\n3. The teaching of science in these grades provides opportunity for the\n\ntraining of the children in the methods of thinking and in the development\nof scientific attitudes . One of the finest compliments which a pupil can\ngive concerning a particular course is the statement that in this course\nthe instructor made him think or taught him how to think. At the same\ntime it should be added that the most common criticism of our educational\n\nprocedure for the elementary school through the university is that it does\nnot teach the method of thinking. The ability to think thus seems to be\none of the most prized of human achievements and any subject which lends\nitself easily to the development of this ability is a most valuable subject.\nThere are numerous statements of the mental processes involved in\nthinking, but the Dewey analysis of an act of thought will suffice as an\nillustration of the mental procedure involved in thinking. According to\nDewey the different steps in the analysis of an act of thought are : locating\na problem, redefining the problem, suggested solution, elaboration of the\nsuggested solution and conclusions, or generalizations. Needless to say\nin the enumeration of these steps there is adequate provision for the\n\ncollection of data, its organization and evaluation, for analysis, comparison\nand contrast, for seeing likenesses and differences in the relation of cause\nand effect, and for setting up hypotheses.\nThe very nature of the subject-matter of science lends itself to the\ndifferent mental processes mentioned. Almost every phase of science teaching is filled with illustrations, but one will make clear how the subject\nis especially adapted to training the children in the methods of thinking.\nSuppose a child finds a little maple tree growing in an old stump in a\n\nfield beside the playground, and out of curiosity asks the teacher how it\ncame to be there. Assuming the teacher is a wise teacher and is interested\nin connecting this incident with facts concerning seed dispersal, she does\nnot tell the child but asks that the question be raised in the class in the\nafternoon. In the afternoon various explanations are offered concerning the\npresence of the tree in the stump, but the trend of the discussion turns to\n\n"}
{"page": 499, "printed_page": null, "text": "474\n\nNATIONAL EDUCATION ASSOCIATION\n\nhow various seeds are scattered. Many suggestions are offered and a considerable number of doubts are expressed. The children assume the\n\nresponsibility of finding out how many different kinds of seeds are distributed and of reporting to the other members of the class. They get\ntheir information by actual observation of different seeds, by asking their\n\nparents, and by reading different books. When their reports are presented\nthe information is organized, elaborated, evaluated, and general conclusions\n\nare reached. Each child prepares a table classifying the different seeds\ndistributed by each of the different methods. In the meantime the child\nwho raised the question concerning the presence of the maple tree in the\nstump has found a satisfactory answer to his question.\nThis is exactly the type of procedure obtaining in the Decroly experimental school in which three words are much emphasized: \"observation,\nassociation, and expression.\" Dr. Decroly says the lessons in observation\nare planned with the following ends in view :\nHabituating the child to take note of the phenomena about him, by requiring\nhim to seek the causes of facts he observes and to ascertain their consequences .\n\npresenting to him the complex ideas of life outlined (in as concrete a form as\npossible ) , acquainting him with typical forms of life that he may be led gradually\nto a realization of the facts of evolution in relation to plants and to animals, and\nfinally in relation to himself.\n\nIn bringing about this type of training Dr. Decroly provides what he\nterms two types of observations, incidental observations and observations\nrelated to the centers of interest. Among the incidental observations¹ he\nlists the following :\n(a) Noting each morning any events that may have occurred in the class\nroom since the day before, as the growth of a plant, the birth or death of an\nanimal, the sprouting of seeds, development of buds.\n\n(b) Noting the changes that result from meteorological conditions, as time of\nday, seasonal changes, rain, wind, tempests, temperature.\n\n(c) Classifying objects collected by the children brought from home or gathered\non walks or excursions .\n\n(d) Observation of the life and habits of animals raised at school, as tadpoles ,\nsilkworms, caterpillars, mealworms, rabbits, guinea pigs, mice, chickens, finches.\n\nThese incidental observations are used as the basis of generalizations.\nIn this process the children must report what they have seen, they must\nmake comparisons and state differences and, through their own observations\nsupplemented by the information given by the teachers or obtained in their\nreading, arrive at their own general conclusions. Provision is made for\n\nmaking practical application of these generalizations in everyday life or\nlife in the school group.\nWithout further elaboration it seems evident that teaching children\n\nin this manner is teaching them in the methods of thinking, teaching them\nto base conclusions on evidence or data, teaching them not to generalize\nHamaide, Amelie.\n\nThe Decroly class.\n\nE. P. Dutton and Company, pp. 29-30\n\n"}
{"page": 500, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n475\n\non insufficient data or to make a generalization before the sufficient evidence is available. It is furthermore evident that such teaching will develop\na scientific attitude in the children and will give them an appreciation\nof what constitutes scientific methods and of the great contributions which\nscience has made to our civilization.\n\n4. The teaching of science in these grades offers opportunity for utilizing\nthe natural interests of boys and girls as centers around which much of\ntheir other school work may be unified. That boys and girls are interested\n\nin the phenomena of science seems axiomatic, yet not less than five years\nago a supervisor of elementary education in one of the large cities of the\nUnited States in a discussion of the need for having real nature stories,\nreported on the basis of her observations and those of her teachers that\nthe children in the elementary school have no interest in real nature stories\nor in stories embodying facts about plants or animals. She reported that\nthe children were much more interested in nature myths or in make-believe\nstories-stories in which there is ample room for the exercising of the\nimagination-than in stories embodying accurate information.\nThe writer is convinced that this belief that children are more interested\nin make-believe nature stories than in real nature stories is rather wide-\n\nspread, but at the same time he is convinced that it is fallacious. It is\nprobably based upon experimentalization with an inferior type of real\nnature stories or on the unhappy experiences of attempting to teach real\nfacts about nature without sufficient knowledge of the facts concerned.\nIn teaching make-believe nature stories, highly colored by the imagination,\nmastery of facts is of little consequence, but in teaching real nature stories\nmastery of facts is of high importance. It is ventured that when the\nproper type of nature stories is available and when teachers are properly\ntrained for teaching elementary science there need be no fear about the\ninterest of the boys and girls in the subject.\nRecent investigation substantiates the contention that boys and girls\nhave a natural interest in science. Misses Grant and White,¹ in investigating the types of stories best liked by children in Grades I, II, and III ,\nfound that 23.9 per cent of the 600 responses received indicated that\n\nstories about real animals were preferred. This percentage is considerably\nhigher than that for any other type of material chosen. In commenting\nupon their material they say, \"Nature material needs to be improved by\nbeing based upon real nature facts-children do not care for make-believe\nnature stories.\" Miss Dunn² in making a critical analysis of the factors\nof interest in primary reading found that the most important factors are\nsurprise and plot and that animalness is as important a factor for the boys\nas the factor of surprise; that narrativeness, moralness, fancifulness, and\nverse forms in themselves have no interest value. According to this\n1Grant, Emma B. and White, Margaret L. A study of children's choices of reading materials. Teachers College Record, XXVI , No. 8, pp. 671-9, April, 1925 .\nDunn, Fannie Wyche. Interest factors in primary reading. Teachers College Contribu\nions, No. 113, Columbia University, p67.\n\n"}
{"page": 501, "printed_page": null, "text": "476\n\nNATIONAL EDUCATION ASSOCIATION\n\ninvestigation, interest in animals is one of the real interests of children,\nespecially of the boys. In discussing the problems of beginning reading\nGates says:\nThe primers as a group include very small amounts of purely informational\nmaterial concerning boats, machines, trees, coal, the stars, factories, animals, foods ,\nand everyday affairs. In a study now under way it appears that young children\non the whole prefer well told accounts of real affairs to stories of the traditional\nsort selected by teachers as among the best they know.\n\nA number of studies quoted by Downing in Chapter IX on Elementary\nscience in the Third Yearbook of the Department of Superintendence presuppose the children's interest in elementary science, but they indicate that\nthe order of the children's interest is as follows: animal life, plant life, and\n\nfacts about physical science. These studies justify to a certain extent at\nleast the assertion that children have natural interests in science.\n\nThe presence of these natural interests in science suggests that they\nshould be used as the centers around which much of their other school\n\nwork should be correlated. In previous sections it was contended that the\nteaching of science in the elementary grades offers much opportunity to\ngain meaningful experience and presents many situations demanding real\nthinking. These elements coupled with the real interests which the children have in science constitute the essence of the so-called problem or\nproject, and as such, readily become the core around which other instruction may be built. The natural interest of the children in science easily\ninitiates the problem. Seeking the solutions naturally results in activity\nor doing and in meaningful experiences which may be utilized in other\nphases of school work. The work in language may be closely correlated\nwith the work in science. Much of the work in reading may be conditioned by the work in science. Many of the problems of science may\ncorrelate directly with the work in industrial arts and home economics.\nIn the preparation of this paper the writer was struck anew by the artificiality of divisions of subject-matter into distinct subjects. The teachers\nof industrial arts advocated using such ideas as food, clothing, and shelter\nas the basis of instruction in their field; the teachers in science advocated\n\nemphasizing these same three topics especially in Grades I, II, and III ;\nthe teachers of geography and oftentimes teachers of other subjects stress\nthese same ideas. No doubt each group of teachers utilizing these ideas\nadvocate that they are the natural and logical centers around which to\norganize the instruction of the subjects, but it is the contention of this paper\nthat science by its very nature provides the most natural and most direct\nincentives upon which to base this type of instruction. Why not utilize\n\na child's natural interest and his natural environment as the starting points\nfor his instruction ?\n\nIn conclusion, it may be well to state that science equips the child with\n3Gates, Arthur I. \"Problems in beginning reading.\"\n7. PP. 572-592, March, 1925.\n\nTeachers College Record, XXVI , No.\n\n"}
{"page": 502, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n477\n\na varied and extensive vocabulary; that it provides opportunity for giving\nthe child meaningful experiences in connection with the life with which he\nis surrounded and about which he is going to read; that it provides opportunity for training the child in the methods of thinking and in the develop-\n\nment of scientific attitudes; and that it offers opportunity for utilizing\nthe natural interests of the child as centers around which much of the other\n\nschool work may be unified. It is the contention of the writer that teachers\nfully realize these values and extend their use of science as a basis of\ninstruction. Thus they will be making great strides in the improvement of\ninstruction in these grades.\n\n"}
{"page": 503, "printed_page": null, "text": "Department of Kindergarten Education\nSECRETARY'S MINUTES\n\nIndianapolis Meeting\nOFFICERS\n\nPresident- EDNA DEAN BAKER, President of National Kindergarten and Elementary\nCollege\n\nChicago,\n\nIllinois\n\nVice-President\n-MARGARET C. HOLMES, Assistant Director of Kindergartens .. New York City\nSecretary- FANNIE A. SMITH, Principal of the Fannie A. Smith Training\nSchool\nBridgeport, Connecticut\n\nHistorical Note-The Department of Kindergarten Education grew out\nof a meeting of the Froebel Institute of North America, which met in connection with the Association's meeting in Madison, Wisconsin, in 1884.\nSee Proceedings of 1884, page 74. This department coöperates with the\nInternational Kindergarten Union, whose officers for 1925-26 are : Presi-\n\ndent, Miss Alice Temple ; Secretary, Miss May Murray, Washington ,\nD. C. The Union publishes a monthly magazine, Childhood Education .\nThis Department meets once each year, in June.\nThe Department of Kindergarten Education of the National Educational Association held two afternoon sessions in Central Christian Church, Indianapolis,\nIndiana, as scheduled in the official program. With the President, Miss Edna\n\nDean Baker, of Chicago, Illinois, presiding. At both meetings, the Kindergartners\nof Indianapolis presented beautiful corsage bouquets to the officers and speakers,\nwhich was only another evidence of the gracious hospitality shown all through\nthe meetings.\n\nAt the first session held June 29th, both speakers listed in the official program\nwere present. Miss Lucy Gage of Peabody College, Nashville, Tenn., told in\nstory fashion of the progress made in Kindergarten in the last quarter century,\nand gave credit to the pioneer workers who blazed the trail which we are enjoying as a well traveled road. Miss Netta Faris of the Bureau of Education,\nWashington, D. C., then spoke of the statistical work of the Bureau and said that\n\nthe increase of enrolment in Kindergarten since 1918 is 144,215. Mrs. Minnetta\nSammis Leonard of Madison, Wisconsin, told of the work in that city and of\nthe effort to teach Kindergarten principles to the mothers in the homes, as well\nas its reaction on children in the grades . Mrs. Eliza Blaker of Teachers\nCollege, Indianapolis, most cordially invited all visiting Kindergartners to a\n\nluncheon at the college on Wednesday. Mrs. Blaker was greeted with splendid\nenthusiasm a tribute to her long and efficient educational work in this city. Miss\nHanley, then invited the delegates to visit the Orchard School and see the possibilities of health work among the children.\nThe second address of the afternoon was by Prof. Patty S. Hill of Teachers\nCollege, New York. Miss Hill reviewed the changes in curricula and method in\n\nkindergarten education in the past twenty-five years.\nsteps or changes in kindergarten development.\n\nShe named six distinct\n\nFirst, the influence of Dr. Francis\n\nParker, in unifying kindergarten and first grade; second, the influence of G.\nStanley Hall on the health movement in the kindergarten; third, the influence of\nDr. Dewey who helped us to reconstruct a new order out of the old; fourth, the\n\nMontesorri Appeal for Liberty, as the condition for growth and self-government;\nfifth, the Nursery or Pre-school movement, giving to the very small child a nurturing care that makes a better body and better mind for education ; sixth, the present\n[478]\n\n"}
{"page": 504, "printed_page": null, "text": "DEPARTMENT of Kindergarten EDUCATION\n\n479\n\nmodern psychological objectives of measuring and intelligence tests, records and\nreports of body and mental health. Miss Hill's paper was a splendid presentation\nof the achievement of the last quarter century for Childhood Education.\n\nMiss Ella Boyce of Pittsburgh, Pennsylvania, president of the International\nKindergarten Union, who was present, spoke of two important gains , which have\ncome to that body during the past year. We are to have headquarters in Washington, D. C., in the building of the National Educational Association, and second,\nthe acquisition of our own official organ, the Childhood Education Magazine.\nTwo committees were appointed by the chair, the nominating committee, Miss\n\nAlice Temple, Chicago, Illinois, chairman; Miss Alta Adkins, Hammond, Illinois,\nMiss Netta Faris, Washington, D. C., Miss Ruth Patterson, Miss Jane Joslin,\nCleveland, Ohio.\n\nCommittee on resolutions, Mrs. Minnetta Sammis Leonard,\n\nMadison, Wisconsin, chairman ; Miss E. Louise Hoy, Bridgeport, Connecticut,\nMiss M. Frances McElroy, Chicago, Illinois. Before adjournment, the President,\n\nMiss Baker, asked that these two committees report at the business meeting on\nTuesday.\n\nOn the following day in Central Christian Church, a large audience greeted\nMiss Baker as she opened the meeting.\n\nSeveral announcements were made by\n\nthe local committee, and following this the report of the nominating committee\nwas read by Miss Temple and accepted. The following officers were elected for\n1926: President, Miss May Hill, head of Kindergarten Primary School, Cleveland,\n\nOhio; Vice-President, Miss Clara Meisner, State Normal School, Ellensburg,\nWashington; Secretary-Treasurer, Miss Ruth Patterson, Indianapolis, Indiana.\n\nThe following report of the committee on resolutions, read by Mrs. Minnetta\nSammis Leonard, of Madison, Wisconsin, chairman, was accepted :\nRESOLVED: that the Kindergarten Department of the National Educational Association,\nmeeting during its sixty-third Annual Convention, thank the school officials, teachers, city\nofficials and citizens of Indianapolis for their hearty welcome and hospitality. We thank\nMrs. Blake and Miss Patterson, as well as all the kindergarten teachers of Indianapolis for\nthe gracious invitation for luncheon Wednesday, extended by them to the visiting kindergartners.\n\nRESOLVED: that as a body we will do all in our power through publicity and by every other\nmeans to strength n this department and bring about a still greater unity with the National\nEducation Association that the Kindergarten may become an integral part of every public\nschool system.\nRESOLVED: that each one make herself responsible to do all in her power to bring to the\nattention of other teachers the new International Kindergarten Union magazine Childhood\n\nEducation and to ask all members and branches for their generous support in behalf of the\nnew International Kindergarten Union offices situated in the National\ntion building in Washington.\n\nEducation Associa-\n\nRESOLVED: furthermore, that each one make herself responsible for getting the new maga\nzine Childhood Education into the local libraries and to bring this magazine to the notice\nof Parent Teacher Associations and the parents of young children in order that the kindergarten ideals may be carried into the home.\n\nRESOLVED: that each kindergarten teacher make herself indispensable in the community\nthrough giving assistance and encouragement to all efforts toward the establishment of Child\nStudy Circles and Pre-school health examinations, which are a part of the new parent\nteacher programs.\nRESOLVED: that we extend to the Executive Board of the National Education Association\n\nour hearty thanks for the interesting and helpful program which it has provided.\nSigned,\n\nM. FRANCES MCELROY\nE. LOUISE HOYT\n\n(MRS.) MINNETTA SAMMIS LEONARD, Chairman .\n\nMiss Baker, president, recommended to the group assembled that we retain the\npresent committee on research work with Miss Mary Dabney Davis as chairman,\n\nand the motion was made and carried that this recommendation be adopted, and\nthe committee continue the valuable work presented to the kindergarten body at\nthis meeting. Through the courtesy of the National Education Association and\nthe splendid coöperation of Miss Winn and Mr. Morgan, the report was printed\nand put into shape for distribution at this convention.\n\nMiss Baker then introduced Miss Davis, who gave a very concise and clear\nsurvey of her year's work. We feel that this work will be of tremendous value\nto the kindergarten in stimulating interest among the kindergartners and superin\n\n"}
{"page": 505, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n480\n\ntendents. This paper was a continuation of Miss Davis' report given last year\non a \"Typical Kindergarten Day,\" showing a result of the research work of this\ncommittee.\n\nDr. George D. Strayer of Teachers College, New York, followed with a paper\non \"Appraisal of the Study.\" He commended Miss Davis' work and said, that\nbefore this he had not really known that we had such a thing as a curriculum nor\ndistinction of methods in kindergarten and suggested that as we become better\nacquainted with research work in kindergarten, we may extend down farther\nstill. He further said: \"I believe this research will effect not only kindergarten\nbut primary and grade work .\"\n\nMiss Alice Temple opened the discussion on the \"Value and Implications of the\nStudy on Future Progress.\"\n\nShe discussed the relative values of a one or two\n\nwork period in a kindergarten, and also said: \"If we could join forces with the\nInternational Kindergarten Union and the Primary-Council in our research we\nwould have much to offer to the curriculum.\"\n\nMiss Margaret Holmes, of New York City, spoke from the supervisor's point\nof view as to how this report could be used.\n\nMiss Jane Joslin, of Cleveland, Ohio, spoke from the classroom teacher's point\nof view and said that the teacher needs encouragement and support, needs to be\nrelieved from the habit of overwork; the handling of too many children a day,\nthus leaving time for more intelligent study.\n\nShe believes that the crux of the\n\nwhole matter is that there are no standards to determine the number of children\n\nunder one teacher. She also needs liberation from the attitude of \"pathological\nseriousness \" which is characteristic of the average educator.\n\nShe needs release\n\nfrom the domination of many opinions and more freedom to arrive at convictions\nfor herself.\n\nMiss Cook, from Japan, extended greetings from our ninety-eight workers in\nJapan and appreciation of the wonderful assistance our country has offered. She\nsaid : \"The best work we do over here is not too good for over there.\"\nThe meeting was declared closed.\n\nThe final gatherings of the kindergartners were purely social. On Wednesday,\nthe kindergartners of Indianapolis whose welcome has been so genuine and\ngenerous, gave a delightful luncheon at Teachers College. On Thursday, many\nof the members attended the luncheon given by the National Council of Primary\nEducation and Department of Kindergarten Education in the Riley Room at the\nClaypool Hotel.\n\nKINDERGARTEN PROGRESS DURING THE PAST\nTWENTY -FIVE YEARS\nLUCY GAGE, ASSISTANT PROFESSOR OF ELEMENTARY EDUCATION , GEORGE\n\nPEABODY COLLEGE FOR TEACHERS, NASHVILLE, TENNESSEE\n\nThere are many in this audience, no doubt, who have lived the last\nquarter of a century of kindergarten progress and know just how wonderful it has been to be a part of it all. We are here today to take note of\nthat progress and to pause long enough to realize a little more fully the\ncontribution made by those who blazed the trail which we now so fully\nenjoy as a well-traveled road.\nPrevious to 1900 the kindergarten was known largely as a philanthropic\nand charity venture to care for the unfortunate children of the congested\ndistricts of our larger cities. In many instances these free kindergartens,\n\n"}
{"page": 506, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n481\n\nas they were then called, were doing exceptional work educationally. The\nconscious endeavor of these early students of child life lifted the kindergarten to a new level of recognition.\nAbout this time the world at large began to think of the kindergarten\nas something more than a place where children were tended and amused.\nThey found the kindergarten teacher a trained worker, understanding her\nraw material and her processes much more clearly than the average elementary teacher of that day.\nThis daily conscious effort on the part of a trained woman with young\nchildren under six years of age began to show itself in child behavior-\n\nevidenced in better habits and attitudes ; yet at this time the kindergarten\ncontinued to be felt as essentially a moral force in the community. Gradually, however, it was coming to be more widely respected educationally,\nby reason of the character of the teacher's intelligence and the results shown\nby her training in daily practice.\nThe city of St. Louis stands out as the oldest center of the public school\nkindergartens in America due to the devotion and zeal of one of the best\nknown pioneer leaders, Susan Blow, as well as Dr. W. T. Harris who was\nthen superintendent of the St. Louis public schools. This was as early\nas 1873 .\n\nMassachusetts, together with other New England States, in the east,\nWisconsin in the North Central, and California in the west stand out as\nfavored spots where public money was being expended for education of\nchildren under six years of age, previous to 1900.\nTraditional kindergarten practice during the eighteen nineties were being\nquestioned-on trial, so to speak, in the minds of some educators, due to\nthe challenge of biologists and psychologists whose criticisms awakened\nin the minds of the most forward-looking thinkers and workers a questioning attitude toward the then accepted kindergarten procedure. Among\nthose in the late nineties who most earnestly and thoughtfully weighed\nthese criticisms and profited by them was Anna E. Bryan of Louisville\nand Chicago. Closely associated with Miss Bryan were Patty Smith\nHill of Louisville and Alice Temple of Chicago. Miss Bryan died in\n1901 having exercised a remarkable influence by her integrity of mind and\nher fearless yet sweet spirit.\n\nThe leadership of this reconstruction movement was then left to Patty\nSmith Hill and Alice Temple to carry on with other workers who had\ncaught the vision. How well these two leaders have done this is shown\n\nby the fact that to each belongs today the most significant and outstanding\neducational training centers in America, namely : Teachers College, New\nYork, and the School of Education, University of Chicago. To these\nwomen scientific criticism continues to be an open door to further progress\nfor the kindergarten.\n\nThere was a sharp rise in the early years of 1900 in the number of\nStates and Territories legalizing the kindergarten as a part of their public\nschool systems and, in many communities where State legislation failed,\n\n"}
{"page": 507, "printed_page": null, "text": "482\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe city boards of education took over the entire or partial support of the\nkindergartens, thus giving the education of the young child a recognized\nplace in the school system. The first decade of the new century will always stand out as a flowering period for the kindergarten in our public\nschools as it reached a new level educationally and a new stability resulted,\nin marked contrast to the rather haphazard and often uncertain support of\na mission board, a settlement house, a church society, a civic club or some\nlocal industry.\nThis all reads rather glibly but to those who weathered the storm of\nignorance and prejudice it seems necessary to stop at this point and acknowledge the support, both normal and financial, given the movement\nby \"The Women's Federated Clubs\" of this country and the \"National\nCongress of Mothers.\" Without the assistance of these loyal women the\ncause of kindergarten could not be written so favorably at this period.\nParalleling the remarkable growth of the kindergarten in public education has been the urgent need of more and better-trained teachers. The\n\ntraining centers, then located only in our larger, widely-separated cities,\ncould supply only a limited number. Bills introduced in our State legislatures legalizing public school kindergartens, often included provision for\ntraining departments in the normal schools of the State and, rather\nrapidly, kindergarten training became much more available locally. As a\nconsequence in most States where public kindergartens flourish we find\nwell established training in both State and city normal schools for teachers\nof young children .\n\nWithout the fine quality of work of such outstanding pioneer leaders in\nkindergarten education as Elizabeth Peabody, Madame Kraus-Boelte, Mrs.\nCarl Schurz, Susan Blow, Caroline Haven, Lucy Wheelock, Anna Laws,\nElizabeth Harrison, the Hofer sisters, Mrs. Alice Putnam, Eva B. Whitmore, Anna E. Bryan, Mrs. James Hughes, Mary McCulloch, Mary\nBoomer Page and a host of others these later developments would have\nbeen impossible. To these fore-runners, the younger and coming generations of teacher training owe an undying loyalty. Among these women\nare those who made possible the International Kindergarten Union organized in 1892, and under whose program we are assembled today.\nThe growth of training centers has been steadily away from those under\nprivate control and support toward those under city, State, or endowed\ninstitutional support giving a permanency and added security to this phase\nof education. Another strong tendency that is now prevalent is to lengthen\nthe course from two to three and four years with added graduate study.\nDuring this period kindergarten education has taken its rightful place\nin the meetings of the National Education Association. This was brought\nabout largely through the organized effort of the International Kindergarten Union in general and the tact, insight, and wisdom of Lucy\nWheelock of Boston in particular.\nUnder the influence of ex-United States Commissioner of Education\n\nClaxton the kindergarten was given recognition on its own account in\n\n"}
{"page": 508, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n483\n\nthe Bureau of Education, Washington, D. C., during his term of office.\n\nMyra Winchester, Julia Wade Abbott, and Nina E. Vanderwalker have\neach served as specialists upon whom we have come to depend for accurate\ninformation and statistics. Working in close accord with the Bureau\nof Education has been the National Kindergarten Association of New\nYork represented by Miss Locke. These two agencies have extended the\ncause of kindergarten education to a remarkable degree.\nAs the kindergarten came to have its recognized place in public education it was but natural that its influence would extend itself into the ele-\n\nmentary grades. Wherever the kindergarten and early grades have sub-\n\nscribed to modern educational principles and practice modification has\ntaken place in both fields to the extent that they are more and more necessary to one another. Where we find the best primary work going forward there we find the best kindergarten work preceding it. During the\n\npast decade, since 1915, we have seen the most marked progress in this\ndirection. In the more progressive public schools we find the kindergarten\nand early grades closely united by common purposes and ideals under one\nsupervising head. In the more progressive training centers we find\nparallel situation, with a common course of study being offered all early\nelementary teachers-the kindergarten recognized as the first step in the\n\na\n\nelementary school.\n\nWhile the influence of the kindergarten has been moving upward through\nthe elementary grades, it has within the past five years begun to make\nitself felt in the life of the younger child moving into the field of nursery\n\neducation. Patty Smith Hill is sponsoring this movement in America by\nintroducing courses in Teachers College, New York. These courses interest\nkindergarten teachers in a constructive way, reaching back into the life of\nthe child and conditioning it for better health, better habits, better attitudes than the hit-and-miss home conditions have usually done.\nKindergarten education is extending itself far beyond its own immediate\nfield as a cross-section of present-day conditions in education will reveal .\nIt is in line with one of the most helpful signs upon the horizon-the\ngeneral interest in the welfare of the \"Pre-School Child.\"\n\nThis study is\n\nbeing stimulated among college women through the \"Association of University Women.\" It is the most recent approach to our intelligent citizenship to become acquainted with child life.\n\nThe south is only just awakening to this study of the \"Pre-School Child. \"\nIt has been very slow in opening public kindergartens and now we find\n\nthem confined almost wholly to our larger cities. Louisville, New Orleans,\nMobile, Atlanta, Asheville, and Knoxville are the most conspicuous centers .\nThe others are largely supported by cotton mills and other industries, settlement houses and mission boards. It is our belief that the public kindergarten will come into its own in the south by a very different route than in\nother sections of our country due to the very different conditions and traditions existent there. An intelligent comprehension on the part of parents\nof the needs of the pre-school child will bring a demand for the kinder\n\n"}
{"page": 509, "printed_page": null, "text": "484\n\nNATIONAL EDUCATION ASSOCIATION\n\ngarten, together with school surveys that show the inadequacy of presentday provisions for early education, to school authorities.\nDuring the past twenty-five years there has been a steady growth of the\nkindergarten movement. A constantly increasing respect for childhood is\n\nevidenced in the business and industrial world, in the courts, in the play\nmovement, in the health propaganda and in general literature. All of this\nbears testimony to the public's belief in the child as a great asset to human\nsociety. The kindergarten has played no small part in this changed attitude of the public mind. There is a growing intelligence on the part of\npatrons of our public schools through various agencies, chief of which has\nbeen the Parent-Teacher Association, an outgrowth in many instances of the\none time \"Kindergarten Mothers' Club.\" Courses in \"Child Life\" and\n\"Child Education\" are now available to school men and school women in\n\nour leading universities and colleges. This makes possible a finer intelligence and sympathy on the part of school administrators toward teachers of\nyoung children.\nThe quarter of a century just closing has put the kindergarten upon a\npermanent educational basis with the next great step to be taken by the\nsouth, in her public schools.\nPublic education has been weak at the foundation due to building from\nthe top, down. With increased respect and intelligence for the young\nchild's needs we shall soon reverse this order and build from the bottom up,\nwhich will result in a new type of structure, that shall function and\nfulfill the purposes for which our nation was founded: liberty, by respecting law; equality, through opportunity to develop; and fraternity,\nby learning how to live and work together.\n\nCHANGES IN CURRICULA AND METHOD DURING\nTHE PAST TWENTY-FIVE YEARS IN\nKINDERGARTEN EDUCATION\nPATTY S. HILL, PROFESSOR OF EDUCATION, TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY, NEW YORK CITY\n\nAmerican education in all its ramifications has made rapid changes in\nboth curricula and method in the past twenty-five years, substituting as\nfar as possible the method of experimentation and proof for tradition,\nauthority and opinion. The kindergarten was slow in responding to this\nscientific movement of research for several reasons. In the first place,\nexperts in research who entered whole-heartedly into the reconstruction\nof elementary and secondary education, had too little interest in or\nknowledge of the young child to enter this field with any hope or\nguarantee of success. The objectives in kindergarten education were\ntoo vague and ill-defined to inspire their effort in so unpromising a\nsituation, even when kindergartners urged their cooperation. In the second\n\n"}
{"page": 510, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n485\n\nplace kindergartners had to learn by experience that they could hope for\nno research in their work until they, themselves, were trained in methods\nof research, and could conduct the experiments or offer such intelligent\ncoöperation to research workers as would guarantee some modicum of\nsuccess for the effort expended by pioneers in an unworked situation.\n\nNotwithstanding these discouragements, no body of educators has surpassed progressive kindergarten teachers in their continuous efforts to\nreconstruct both theory and practice in the light of present day science,\npsychology, hygiene, and pedagogical progress in other fields. They have\nutilized the knowledge contributed by every wave of progress influencing\nelementary and secondary education, and most of the time without the\nassistance offered by experts to the teachers in these fields. The situation\nis greatly improved now, but in the past not only research leaders but\nadministrators were too indifferent to the welfare of the young child to\ninitiate or encourage movements of reconstruction urged by kindergarten\nleaders manifesting eagerness to keep their work abreast of the times .\nIn the present-day reconstructed kindergarten little remains of the teach-\n\nings and practice of Froebel and those pioneers who introduced the kindergarten into this country. Recently some kindergartners have urged a new\nname for the kindergarten, as an outward evidence of the evolution of the\nnew out of the old. However, as the imported name had been accepted\nby the American people for more than a half century, efforts to substitute\nsuch terms as \" Pre-Primary\" or \"Junior Primary\" met with ill success .\nScience has been made and remade many times since Froebel's day.\nPsychology had made little more than a start in an existence of its own\nseparated from philosophy and theology. Though Froebel was the best\nknown educational exponent of a system of philosophy which did not adapt\n\nitself gracefully to the incoming data of science then and later, Froebel\nhimself was deeply interested in science, going from one university to\nanother in search of the scant knowledge available in his day. Though\nevolution was in its swaddling clothes, he eagerly grasped it as the only\nsolution of creation. Darwin had not given the world his \"Origin of\nSpecies\", though Froebel's professor of Botany was one of those who were\ninfluenced by Goethe and Oken who paved the way for the more scientific\npresentations which came a decade and more after Froebel's death.\n\nThe\n\nGerman school of Idealistic Philosophy was not only indifferent to, but\nantagonistic toward the rapidly developing scientific movement initiated\nby the leading scientists of the day. Many of the pioneers in kindergarten\neducation in this country were closely affiliated with the Hegelian movement and were closely identified with the Transcendental School of\nPhilosophy at Concord in the days of Emerson, Alcott and Hawthorne.\nAmong these were Horace Mann, his wife and her two sisters-Mrs .\n\nNathaniel Hawthorne and Miss Elizabeth Peabody, Dr. William T.\nHarris, Miss Susan Blow, Dr. Denton Snider, and others. These were\ndeeply imbued with the Hegelian philosophy of the day, and those who\nlived to see the new day with scientific data difficult to square with their\n\n"}
{"page": 511, "printed_page": null, "text": "486\n\nNATIONAL EDUCATION ASSOCIATION\n\n\"world views\" and philosophical interpretations, found adaptation difficult\nand well-nigh impossible. A new generation of kindergartners had to\ngrow up who could realize the fact that the data of science had to be\n\nfaced. Though these were trained under the old Froebelian leaders, they\nfound a break with the old order inevitable, if the kindergarten was to\nmarch abreast of the times.\n\nThese so-called radicals found immediate\n\nencouragement offered by the leaders in the new psychology and child\n\nstudy immediately interested in their efforts to change kindergarten practice.\nAs we give a retrospective glance over our past trying to locate the personalities who ministered to our need in the reconstructive period, a wave\nof gratitude sweeps over us for their loyalty to our cause, the time and\nattention they bestowed upon our problems, the courteous and respectful\nbut frank criticism they meted to our first crude efforts to improve upon\ntraditional methods.\n\nIn the early nineties Colonel Francis Parker, then principal of the justly\nfamous Cook County Normal School, was one of the earliest students of\nFroebel and the kindergarten, accepting many of Froebel's principles while\nrejecting much of his practice which was to his critical mind a gross\nviolation of Froebel's theories of creativity and freedom. These principles\nColonel Parker had accepted as the basis for his reconstruction of primary\neducation, introducing drawing, painting, modelling, singing, dancing, etc. ,\netc. as \"modes of expression.\" As he utilized these in his methods of\nteaching the three R's as tools-as means to a higher end, he was impressed\nwith the formalism that still remained in the kindergarten as compared\nwith the freedom and self expression in his reconstructed grades. Το\nkindergartners he preached the gospel-\" The letter killeth, but the spirit\ngiveth life,\" and gave his loyal support and encouragement to any bold\nspirits who had the courage to break with traditional practice, applying\nFroebel's principles in better forms. He was one of the pioneers in freeing\nboth the kindergarten and the elementary school from their enslaving\ninfluences on both children and teacher and in so doing he was the first\nto unify the kindergarten and first grade in one continuous process, so\nthat a child could pass from one into the other without any break or loss\noftime.\n\nFrom 1890 to 1900 there swept over this country a great wave of child\n\nstudy, emphasizing the differences between adults and children in thought,\nfeeling, and conduct. This movement also magnified the stages of development through which the child was supposed to pass. These stages, with\ntheir characteristic instincts and levels of development, were to be studied\nas the basis for new curricula, and methods adapted to the needs of the\nvarying levels of maturity. Dr. G. Stanley Hall was the outstanding\n\nfigure in this movement, assuming the presidency of the first graduate\nuniversity of research devoted to the exclusive study of child-nature and\nits needs. This movement altered profoundly the theory and practice of\nthe kindergartens, not only through the research work of Clarke University,\nbut through the annual meeting of the Illinois Child Study Society,\n\n"}
{"page": 512, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n487\n\nusually meeting in the city of Chicago. At these gatherings the results of\nresearch were presented and the necessity for changes in educational practice\npresented by such leaders asG. Stanley Hall, John Dewey and Francis\nParker.\n\nAbout 1893 to 1895 Dr. John Dewey, who was then in the University\nof Chicago, became interested in the kindergarten, and willingly gave his\ntime and attention to any kindergarten leader who manifested a desire to\n\ncoöperate with him in a study of the kindergarten problem. He found\nin Miss Anna E. Bryan, who had in 1893 returned to Chicago, after\n\nestablishing the kindergartens and the normal school in Louisville, Kentucky, an able and most intelligent co-worker. Later he opened an experimental kindergarten in his experimental school, under her supervision .\n\nHardly had this progressive work in the kindergartens of Louisville and\nChicago started when Dr. G. Stanley Hall issued an appeal to the leading\nkindergartners of that day inviting them to join with him in a study\nof the kindergarten child and the prevailing practice of the day. This\nwas to be accomplished through a course planned especially for them\nand offered in the summer session of 1895. While two kindergartners\nonly responded to this call, they had been prepared for this study by\n\nprevious training under Colonel Parker and Dr. Dewey. This was a\nwonderful opportunity for these two leaders and when through their\n\nenthusiasm a similar course was offered the following summer, thirtyfive of the prominent kindergartners of this country met and studied under\nDr. Hall and Dr. William Burnham. These were not the only results\nofDr. Hall's deep interest in the kindergarten child, as he inspired many\nof his ablest graduate students to go on with the problem. Among them\nwere Dr. Frederick Burk of California, Dr. Luther Gulick, Dr.\nFrederic Ely, and Dr. Arnold Gesell. Dr. Gesell's work in the scientific\nstudy of infants and young children in his Psycho-clinic at Yale University\nnow exerts an increasing influence in education and clinical-welfare work.\nIn the editorials called forth by Dr. Hall's recent death, slight credit was\ngiven to him for having initiated the health work in the schools of America,\nwhich has since then assumed such enormous proportions in stimulating new\ncurricula and methods. The most oft repeated note of his teaching in those\nearly days were : first, the sublime right of the kindergarten child to physical\nhealth, and the possibility of making the kindergarten of the future a \" Paradise of Health.\" Dr. Hall believed that the day would come when the\n\nyoung child could receive the ministrations of doctors, nurses, psychologists,\npsychiatrists and dentists together with a pedagogical guidance superior to\nthat offered in even the most intelligent homes. As the kindergartens and\nprimary schools of the day were under the severest criticism because of the\neffect of indoor life, small hand and eye work, for herding children under\nconditions which multiplied the dangers of contagious and infectious diseases,\npeople smiled at his prophesy of a \"Paradise of Health.\" This prophesy is\nbeing realized today in some half dozen or more nursery schools and kindergartens in our country and England affiliated with clinics which provide\n\n"}
{"page": 513, "printed_page": null, "text": "488\n\nNATIONAL EDUCATION ASSOCIATION\n\njust such care. We who were students of Dr. Hall in these pioneer days\nwish he might have lived to see his dream realized in such places as the\nChild Welfare Institutes in the Universities of Iowa, Columbia, and Ohio\nand in the excellent work being done in the nursery schools of Detroit,\nCleveland, Boston and other places.\n\nDr. Hall's emphasis on the primacy of the emotions in their relation\nto mental and physical health has developed into the psychiatry and mental\nhygiene of our day with their demands for health and happiness as the\nbirthright of little children. His interest in the school as an environment\n\nof health, happiness and beauty, with proper ventilation, lighting and\ncleaning, are being realized in beautiful and sanitary school buildings all\nover America. Individual drinking cups, towels and soap, were instigated\n\nby his teaching. Plays and games, music, art, literature and industrial arts\non a sufficiently large scale to appeal to the large muscles-these embodied\nin a new curriculum and set in an atmosphere of freedom and self-expres-\n\nsion, were being promulgated by Dr. Hall as far back as 1890 to 1895.\nThe next great changes in kindergarten practice must be traced to the\ninfluence of Dr. John Dewey who came into the kindergartens to study\nour practice and help in the reconstruction. Dr. Hall's work was first\n\ndestructive of the old, followed by a dreamer's prophesy of the new. But\nDr. Dewey helped us to reconstruct a new order out of the old, with\n\ninfinite patience in the study of details of the practice to be substituted. His\npragmatic philosophy, embodying the best in the psychology and sociology\nof the day called for a careful study of the child, and a patient overhauling\nof every detail in curriculum and method. His emphasis upon interest\nin relation to effort, morality as involving choice, the principles of democracy in school organization, thinking as conditioned in problematic situations when applied in kindergarten education, necessarily led to a new\ncurriculum and new methods of teaching and social organization. In\nmany instances the kindergarten preceded the grades in its reconstruction\nof practice in the light of Dr. Dewey's principles. The so-called \"project\nmethod\" with its emphasis upon the child's ability and right to plan as\n\nwell as execute the plans of the teacher, the ability and the right of children to learn from and help each other, has given us the socialized kindergarten of today. No one has contributed to the reconstruction of kindergarten practice the impetus of Dr. Dewey, not only through his theories\nof life and education as a part of life, but through his interest in and\ncoöperation with those seriously attempting its reconstruction.\n\nBetween\n\nfifteen and twenty years later when Dr. Montessori issued her passionate\nappeal for the child's right to learn the discipline of life through liberty\ntogether with her criticism of the \"lock step\" procedure through the grade\nand class methods of instruction, the reconstructed kindergarten of America\nhad been applying both principles with far more creative materials and\nunder a freer class organization and social living for more than a decade.\nNevertheless, Dr. Montessori's popular appeal for liberty as the condition\nfor growth in self-government, and her insistence on freeing the child from\n\n"}
{"page": 514, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n489\n\nthe slavery of group instruction must be acknowledged as one of the contributing factors in freeing the kindergarten from the formalism in materials and social organization imported from Germany. This is true in\nspite of the fact that no one thoroughly versed in Dr. Dewey's fundamental principles could accept Dr. Montessori's out-of-date faculty psychology, based upon the outworn doctrine of transfer of training, or her\n\nformal didactic material so limiting to the imaginative free expression of\nchildren's interests in social life. Her conception of the imagination and\nits rôle in child-life was another stumbling block to American teachers.\nWhile its is true that the modern kindergarten had taught children to serve\ntheir own luncheon, setting the table, washing the dishes, to care for\ntheir pets, to clean up their room after a work period, etc., for a decade a\ngreat impetus to the teaching of self help came to the kindergarten through\nDr. Montessori's exposition of the exercises of practical life.\nThe nursery school movement in England and America has been and\nwill be more and more a stimulating influence in the continued reconstruction of the kindergarten. Its great contribution is the nursing aspect of\neducation. A grand-niece of Froebel-Frau Schräder-preceded the English nursery movement by the establishment of the Pestalozzi Froebel\n\nHaus in Berlin, emphasizing the physical care of young children. She was\na most remarkable woman and would have accomplished much more than\nshe did if she had been in such countries as England or America. Wonderful as the work of the two great English pioneers in the nursery schools\nis, they need financing to develop their ideas fully, and because of our\ngreater national wealth in this country, and our more widespread opportunities for research, we have gone much further than they have in the\n\nscience of nutrition and in psychological research. We should gratefully\nacknowledge our indebtedness to both Miss Margaret McMillan and Miss\nGrace Owen, but with our research facilities financed by the wealth of\nAmerica, if we do not lead the world in the knowledge and care of young\nchildren it will be to our everlasting shame.\nNo nursery training schools in this country utilize hospital experience\nto the extent that England does, nor have any of us worked out such\nfresh air facilities. Nor, again, have American boards of education or\nsuperintendents of schools yet equaled the English in financing their nursery\nschools with funds from the public school treasury.\nThe English standards of voice and speech and the calm reposeful\ntemperament of their nursery workers will be difficult for our American\nteachers to attain, but the widespread application of psychology to the\nmethods of teaching, with its laws of learning, its tests and measurements\ngive opportunities for a superior ability in the art of instruction. Many\ntraditional forms of kindergarten practice cast out in the reconstruction\nmovement in this country still persist in many of the nursery schools of\nother countries.\n\nWe Americans must work out an American institution, learning from\nthe great work of England without repeating the error of the pioneer\n\n"}
{"page": 515, "printed_page": null, "text": "490\n\nNATIONAL EDUCATION ASSOCIATION\n\nkindergartners and Montessori teachers in an uncritical importation of\nforeign systems of education for American children. We have much to\nlearn from the German kindergartens in the past, the Italian Houses of\nChildhood, and the English Nursery Schools, but we must not import\nthem unadapted and uncriticized.\n\nWe must learn from all, but must\n\nbuild a nursery school fitted to our own national and educational needs.\nAnother contributing factor in the reconstructive work in the kindergarten is the utilization of the health work with mothers and babies in\n\nmaternity centres, baby welfare clinics, etc.\n\nSuch organizations as the\n\nAmerican Institute of Child Health need our coöperation as much as we\nneed theirs. Such health organizations as this will be glad to contribute\ntheir help in the construction of health curricula. For more than a dozen\n\nyears progressive kindergartens have been teaching health habits as a definite\npart of the curriculum, realizing that it may be more important to teach\nlittle children \"the covered sneeze and cough,\" to keep fingers out of\n\nthe mouth, to masticate food, or to wash the hands before eating, than\nto teach singing, literature, art or number. To the credit of the kindergarten must it be said that large numbers of teachers have struggled for\nyears to secure proper health conditions, but an educational campaign will\nhave to be waged with educational administrators, boards of education and\nparents' organizations before such work can be universally conducted in\nour public school kindergartens.\nModern psychology with its methods of research has been and still is\na tremendous stimulus to reconstruction in the kindergarten. The demand\n\nfor a more definite statement of our objectives, together with tests of\nprogress made by kindergarten children has been of untold benefit in improving instruction. It has been a struggle to bring this movement into\nkindergartens for several reasons. Until we had psychologists who would\nspecialize with young children, the needs of young children were invariably\ncrowded out in research. Until kindergartners themselves were willing\nto take their higher degrees in psychological research, little along this\nline could be accomplished in the kindergarten. We now have in use\ntests of intelligence, both individual and group, which have been most\neffective both in their guidance of the teacher in better grouping in the\nkindergarten, and in promoting children from the kindergarten into the\nfirst grade. A goodly proportion of kindergarten children are being\nweighed and measured regularly and reports on growth sent regularly to\nparents.\n\nThe problem of records of improvement introduced as far back as 1915\nare being improved by being made more objective, and less the result of\nstatements based on the untrained judgment of the teacher. The International Kindergarten Union has had national committees collecting and\n\ndisseminating knowledge along these lines with the coöperation and criticism of psychologists. While much has been accomplished, much more is\nto be done before satisfactory scientific records of progress will be possible,\n\n"}
{"page": 516, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n+91\n\nexcept in kindergartens and nursery schools affiliated with psychological\nclinics.\n\nFortunately the whole attitude toward the young child is rapidly changing. We who are working with young children today have opportunities\nnever dreamed of by our predecessors. Never before in the history of\neducation has any educational movement had the opportunity to build\nnew, scientific, curricula that we have at present. To build a new curriculum at a period when research is offering assistance in more than a\nhalf dozen universities is a great opportunity. Child welfare clinics are\nnow associated with the work with young children in the universities of\nIowa, Yale, Columbia, Chicago, Ohio, Cornell, Michigan, Minnesota and\nTemple, in addition to the splendid work being done in the nursery schools\nin the Bureau of Educational Experiments, the Merrill-Palmer School of\nDetroit and in Cleveland.\n\nMost of these have research clinics where\n\ndefinite knowledge regarding the nature and needs of young children is\nbeing discovered and disseminated for the benefit of kindergartners, nursery\nschool workers, Montessori teachers, primary teachers and parents. The\n\nfollowing are some of the lines of research under investigation : Nutrition\nand dietary, with definite knowledge regarding the effects of eggs, milk,\ncod liver oil, etc. on growth, and resistance to disease, growth curves in\nweight and height, the effects of sunlight and open air on physical and\nemotional conditions; the examination of the contents of the intestines\nand the kidneys to discover sources of individual difficulties ; examinations\nof posture, flat foot, the blood; heart; daily records of bowel habits and\nsleeping habits; colds, their causes, prevention and cure; the effects of\nexercise, and frequency of exercise on learning; the effects of approval and\ndisapproval on improvement; the effects of emotional disturbances in attitudes which in turn influence learning, for example, fear, anger, timidity,\npleasure, sense of failure, self-depreciation, egocentric, tantrums and stubbornness ; the effects of too much and too little affection on mental and\nemotional health; sex-disturbances, dreams, etc., etc., too numerous to\nrecord.\n\nWhile it is realized that children of the same chronological age and\nmental age vary too greatly to draw any hard and fast conclusions regarding standards of achievement, definite records are being made of possible\nachievements to expect from children two to three, three to four, four to\nfive and five to six.\n\nOut of these daily records of achievements actually\n\nmastered by children of these different ages, we ought to be able to\nbuild curricula based upon trustworthy knowledge as to what to expect\nand demand of children of different intelligence levels in the nursery school\nand kindergarten.\n\nLast, but not least, we are being influenced by the behavioristic psychology leading us to set up definite objectives in technique, conduct or\n\nbehaviour which should be the outgrowth of each school subject and\nperiod of the daily schedule.\n\nOur final objective whether in the realm\n\nof the social, health or moral situations, music, art, literature or number,\n\n"}
{"page": 517, "printed_page": null, "text": "492\n\nNATIONAL EDUCATION ASSOCIATION\n\nis, and must be, the changed child,\n-the child whose habits and attitudes,\nwhose thoughts and feelings, whose ideals and appreciations have been\naltered for the better, and made permanent in improved technique, conduct or behavior. When education is viewed from this angle, the curriculum will include all the responses made by the child from the moment\nhe enters until he leaves our care. Nay more, we will help parents to build\na curriculum for the home, where the mother or father is responsible-the\nhome reporting progress to the school, the school reporting progress to the\nhome. The two learning situations in which the young child lives, moves,\nand has his being, are the home and the school. The teachers in these\ntwo situations are the kindergartner and the parents. Until these two\nteachers unite in making the learning process continuous in both situations,\nbehavior and conduct cannot develop into habit, and habit into character,\ndisposition, personality, and citizenship, which will make the world a\nhappier place for self and society.\n\nGENERAL PRACTICE IN KINDERGARTENS OF THE\nUNITED STATES\nMARY DABNEY DAVIS, DARIEN, CONNECTICUT\n\nA resolution to publish a circular on \"A Day's Work in Kindergarten\"\nwas passed three years ago by the Department of Kindergarten Education\nof the National Education Association. During the following year the\nofficers of the department under the chairmanship of Miss Alma Binzel ,\nobtained the coöperation of the Executive Board of the Association and\nappointed a committee to carry on the necessary research.\n\nThe committee, called the Research Committee of the Department of\n\nKindergarten Education of the National Education Association, represents the main geographical divisions of the United States. Miss M.\nMadilene Veverka, Kindergarten-Primary Supervisor of Los Angeles,\nCalifornia, represents the western division; Mrs. Ernest Horn of Iowa\nCity, Iowa and Miss Olga Adams of the School of Education in the University of Chicago, Chicago, Illinois, represent the Great Plains and the\n\nGreat Lakes divisions ; Miss Allene Seaton, Supervisor of Kindergartens\nin Louisville, Kentucky, represents the southern division; and the chairman\nrepresents the eastern division .\n\nThe committee soon found a large number of possibilities for research\nwithin the topic. \"A Day's Work in Kindergarten\" could mean a study of\n\nhabit formation, a study of objectives-general or specific, studies in\nmethods of procedure or in efficient program construction. It could also\ninclude investigations of comparative values of the practices now found\n\nin kindergartens, or studies of the effect of kindergarten education upon\nchildren's growth in habit formation or ability to learn.\nThe fact was recognized by the Research Committee that kinder-\n\n"}
{"page": 518, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n493\n\ngartens are still becoming a part of the school systems in many cities and\nthat many school administrators know little or nothing of what ordinarily\ntakes place during a kindergarten session. It was also recognized that\nthere are several accepted practices in the manner of conducting kindergartens which need careful studies in evaluation. No presentation had\nbeen made of general practice in kindergarten education from which those\nuninformed could be enlightened, or upon which those experienced in\nkindergarten work could base future investigations.\nIt was then decided to present facts which would depict kindergarten\npractice as it takes place today throughout the country. All studies in the\nevaluation and analysis of the practice portrayed were left for future investigations. It was anticipated that the facts presented could furnish\nstimulation and foundational material for these investigations.\nTo secure facts representative of general kindergarten practice, the following procedure for gathering data was decided upon :\n1. To secure at least four stenographic reports of full sessions of kindergartens from each State. These to represent two public schools, one\nteacher training institution and one private school, distributed, if possible,\namong cities of different sizes.\n2. To request information to be sent with these reports from the person in supervisory charge of kindergartens and from the teacher regarding\nthe \"typicalness\" of the day's work reported; the time program in use ; the\nattendance; the nationalities of the children; the reasons for selecting the\nkindergartens to be reported, etc.\n3. To send an inquiry to kindergartners and superintendents of schools ,\nto ask the teachers for the nomenclature they use for the kindergarten\nperiods and for the activities which they include; for the distribution of\ntime; and for the aims and methods used for each activity. From the\nsuperintendents to gather certain administrative details regarding enrolments, attendance, length of kindergarten training provided and the\nsupervision provided for kindergartners and primary teachers.\nIn following this plan the Research Committee were dependent upon\nthe generous coöperation of superintendents and supervisors, of directors\nof teacher training institutions and of the teachers in the kindergartens.\nFor this coöperation may I express our warmest appreciation. Stenographic\nreports of 136 schools in 34 States were contributed. Replies to the\ninquiry were received from 535 teachers and 162 superintendents in time\nfor analysis in the final report and many have arrived later and are being\nheld for future investigations.\n\nAfter the Research Committee had formulated its plans and had gathered\ndata, the chairman made the necessary analyses and wrote the report which\nis now presented for your use. For counsel and advice in making the\nanalyses I am most grateful to members of the faculty of Teachers College, Columbia University. Throughout our study we have been most\nably assisted by Miss Agnes S. Winn, Director of Classroom Service of\nthe National Education Association .\n\n"}
{"page": 519, "printed_page": null, "text": "494\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe report first shows the need for presenting facts about kindergarten\neducation.\n\nIt shows the growth in the number of kindergartens during\n\nthe past fifty years; the improvement in State legislation for kindergartens ;\nevidence that kindergartens are being recognized as an integral part of\nmany school systems; and evidence that many school administrators know\nlittle about kindergarten education.\nEvidence is then cited to show the variety of the school situations which\nthe stenographic reports represent and also to show that the work reported\nis the normal, everyday procedure.\nFollowing these statements of the legal and educational status of the\nkindergarten and of the representativeness of the data which is used to\ndepict kindergarten practice, there are analyses of the time schedules\nwhich accompanied the stenographic reports, of the content of the reports\nthemselves and of the replies to the kindergarten inquiry.\nThe first analysis is made of 131 time schedules. This includes distributions of the names given to each period and of the activities included\n\nin the order of popularity with which they were used. The place in the\nday's time program commonly used for each period is shown graphically\nand an analysis of time for each subject or activity in terms of per cent\nand by geographical divisions of the country showing the time allotted for\none subject in relation to all other subjects, the total time for one subject\ndistributed among the geographical divisions, and the median length of\ntime devoted to the several subjects or activities.\nFrom the composite distributions of time the kindergarten day devotes\na little over a third of its time to physical activities such as games, rhythms.\nrecess, luncheon and rest; devotes a third of its time to the general arts,\nthe fine, industrial, domestic and dramatic arts ; and devotes the other\nthird of its time to assembly periods such as the morning exercises and the\ndiscussion of work, and to literature and music in periods separated from\nthe general assembly periods.\nThere are wide variations in the use of time within each of the geographical divisions of the country and among these divisions. Taken as\na whole, the far western, the southern and eastern divisions spend more\ntime for morning exercises and provide two short periods for the general\narts rather than one long period. The middle western divisions provide\n\nmore periods for a discussion of work and fewer periods for morning\nexercises ; more single work periods for the general arts ; and more periods\nfor music and literature separated from the general assemblies.\nThe nomenclature for the kindergarten activities is confusing to the\naverage person because of the wide variety in use and because it often expresses method or tradition rather than the work of the period named. For\n\nexample there were eighteen different names applied to the assembly period.\nThese included such names as Conversational Period, Morning Circle,\nCircle, Opening Exercises, Discussion Period, Group Meeting, Music and\nConversation, Greeting, Conference, Morning Talk, and Organization\nPeriod. There were preferences for these among the geographical di\n\n"}
{"page": 520, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n495\n\nvisions of the country. Similar lists of names were given for the other\nactivities of the kindergarten program.\nIn general, practice is equally divided between starting the day with\nan assembly period or a work period for the General Arts. There are\ntendencies toward using particular times during the day for certain activities but there is no set program plan which is generally followed by\nthe kindergartens of the United States.\n\nThe Stenographic Reports-The analysis of the contents of the stenographic reports includes descriptions of the kindergarten rooms and gives\n\naccounts of the activities carried on, the positions taken by the groups of\nchildren and the methods of control used during the several periods of the\nprogram. Details are also given of the signals used by the teacher to gain\nthe attention of the children; of the beginnings of number work and reading found within the day's work; and of coöperation between the kindergartens and the primary grades. Illustrations are quoted from the stenographic reports to show the kindergarten periods in action and to illustrate the statements of method by which 449 lessons were scored.\nSince 90 per cent of the reports were taken during October and November, the lists of songs, stories and games compiled indicate those\nwhich are more popularly used during the fall of the kindergarten year .\nThe songs were chiefly nursery rhymes and nature songs and seem to be\nshort and simple in structure. The literature included Mother Goose\nRhymes, finger plays, folk tales and realistic stories of home life and of\nanimals. The games fell largely under a heading of \" activity\" games\nwhich included social games, games leading to skill and competition, and\nrhythmic interpretation of music.\nFive statements of method on a scale of control ranging from teacher-\n\ncontrol to child or self-control were made. The lessons scored by these\nstatements show that generally in the fall of the year kindergartners use\na method which incorporates the children's interests within the teachers'\nplans and that the teacher directs the children's work. The method used\n\nvaries with the several kindergarten activities. For example, the single\nwork period for the General Arts uses a method dependent upon the\nchildren's abilities to initiate and control their own work, while the morn-\n\ning exercises or general assembly period uses a teacher-directed method.\nThis variation continues among the other activities of the program.\nThe traditional idea of the circle as a customary grouping of children in\nkindergartens is not true of present practice. The general assembly period\nuses the circle formation more than any of the other periods. Informal\ngroupings about the teacher or careful arrangements according to abilities\nof the children to sing or to converse are quite general during the other\nactivities of the day.\n\nThere were constant evidences of the beginnings of the elementary school\nsubjects within the several kindergarten activities. Number work was\nneeded and used in practically all periods of the day and references to\nneeds for reading were found particularly with groups of older children.\n\n"}
{"page": 521, "printed_page": null, "text": "496\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe Kindergarten Inquiry-The replies to the Kindergarten Inquiry\nsubstantiated the findings from the time schedules and the contents of the\nstenographic reports. The same wide range in nomenclature, similar\nallotments of time for the several activities of the program, and fairly\nsimilar lists of activities in the order of their popular use were found in\nthis analysis. The scoring of methods used was corroborated by the\nteachers' statements of the methods which they use in the beginning of a\nterm's work. In addition the replies showed that kindergartners tend to\nchange the method of control used during a term. They start with teacherdirected work and move, in general, toward making greater demands upon\nthe children's initiatives and independent control. The statements of aims\nwhich were made for each of the kindergarten periods were general and\nin a large measure were indefinite. No dominant objectives were determined for the activities of the program because it was impossible to\nclassify them as stated by the teachers.\nThe responses to questions regarding the records and reports kept by\nkindergarten teachers show that there is more planning of work done\nby the teachers than keeping of records of the work accomplished or of\nthe growth of individual children. Few kindergartens provide reports for\n\nthe parents of the children's progress, though most of the kindergartners\nsaid that they made a point of talking with the parents informally about\ntheir children.\n\nSuperintendents contributing administrative data regarding their kindergartens showed that the growth in average daily attendance keeps pace\nwith the growth in the attendance for the elementary school. There is a\nfluctuation in the attendance month by month evidently influenced by the\nwinter weather and by mid-year promotions.\nThere is a wide variety in practice regarding entrance and promotion\nrequirements, and there is no set custom in providing one or two years\nof kindergarten training. There are no standards for determining the\nnumber of children which may efficiently be enrolled with one or with\ntwo teachers or for determining when the enrolment of one kindergarten is\nsufficient to warrant starting a second kindergarten session or a second\ncomplete kindergarten room .\n\nIn general there is little difference between the length of daily service\nrequired of kindergarten and primary teachers. Where there is but one\nsession a day of kindergarten work the other half of the teacher's day is\ndevoted largely to assisting in the grades, though there are many other\nplans made for the use of her time which assists the principal with his\nwork or provides for visits in the children's homes.\n\nTwo complete stenographic reports are reproduced at the conclusion of\nthese analyses. These reports represent, as well as it is possible, the outstanding differences found in program construction, in activities carried on\nand materials used and in methods of control employed by the teacher.\nSummary and Recommendations-This brief survey of the report of gen\n\n"}
{"page": 522, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n497\n\neral practice in kindergartens of the United States now being presented is\nan indication of the accumulated facts which are being laid before you.\nYou can see in the report the tendencies in the use of time in kindergartens, the variety of nomenclature used for the several activities, the\nmost popular activities, materials and kinds of songs, games and literature\nused in the early part of the kindergarten year. The indefinite quality\nof the statements of aims has been shown.\n\nThe methods of control used\n\ncommonly during the different periods of the kindergarten program have\nbeen described. It has been indicated that practice varies greatly within\nthe geographical divisions of the country, and among these divisions. From\nthese facts presented you may gain an idea of the variations in administrative practices regarding kindergartens which occur throughout the\ncountry.\n\nOf what use are these facts ? These descriptions ? The Research Com-\n\nmittee trusts that they inform the uninitiated person as to what he may\nexpect to find when he visits a kindergarten. For the persons experienced\nin kindergarten work we hope that there is sufficient stimulus and material\nfor investigations in pre-kindergarten, kindergarten and primary education .\nStarting points for investigations are proposed throughout the study. They\nare further proposed by a suggested nomenclature, by the formulated statements of methods of control in teaching, by the attempted classifications\nof objectives, by the form of the analysis used for plays and games, and by\nthe graphic representation of kindergarten attendance.\nEmphasis which some people may desire may be found to be lacking.\nWhatever is your response, the Research Committee offers this report\nthrough its parent organization, the National Education Association, for use\nin order that the education of young children will thereby be furthered\nand enriched.\n\nIMPORTANCE OF MISS DAVIS GENERAL SURVEY OF\nKINDERGARTEN PRACTICE IN THE UNITED STATES\nGEORGE D. STRAYER, PROFESSOR OF EDUCATION, TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY, NEW YORK CITY\n\nWe must know what current practice is in our schools if we are to\nimprove them. Miss Davis, in her thorough-going survey of the work\nthat is being done in the kindergartens, has given us this most important\nbasis with the understanding of kindergarten education. Her report will\nprove most helpful, not only to specialists in this field of school work,\nbut also to school administrators, and to other educators who have had\nlittle contact with the kindergarten, and who need to be informed concerning its curriculum, methods of teaching, and organization. Miss\nDavis has rendered a most important service in developing a terminology\nwhich describes the activities of the kindergarten non-technically. This\n\n"}
{"page": 523, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n498\n\nnomenclature, which it is safe to predict will grow in favor, indicates\n\nclearly the continuity of work as between the kindergarten and the primary\nschool.\n\nIt is quite a relief to one not versed in the peculiar terminology\n\nsometimes used by kindergartners to have presented for one's consideration\nas the curriculum of this part of the school system, the social studies,\n\nincluding geography, history and civics, nature study, including hygiene,\nthe general arts, including the fine, industrial, domestic and dramatic arts ;\nphysical education, music, literature and language.\nIt may have been necessary in an earlier day when the elementary school\n\nwas characterized by very rigid and formal procedures to indicate clearly\nthe separateness of the kindergarten by a unique terminology. With the\ncoming of the modern methods and reform curriculum of the lower grades ,\nthe need for any such distinctions has disappeared. Miss Davis' pioneer\nwork in bringing about the reconciliation cannot fail to have a very important effect both on the kindergarten and on the primary grades.\nAn important contribution in the study has to do with the administrative\nproblems of the kindergarten. Miss Davis proposes that we inquire concerning the load which kindergarten teachers are carrying and the assignment of these teachers to the first grade during the part of the year when\nthe kindergarten enrolment is lowest. Her proposal that thorough-going\ninquiries be instituted with respect to the admission of children to kindergarten, their classification and progress in this part of the school system\n\nshould be carried out by every school system in the United States in which\nkindergartens are organized. The suggestion that supervision of kindergarten and primary grades be undertaken by the same individual needs\nno support from one who believes in the necessary continuity in the educative process.\n\nTaken all together, we have for the first time an adequate picture of\n\nthe education which is being provided for children below the first grade\nof the elementary school.\n\nWithout prejudice to any particular point of\n\nview, Miss Davis has faithfully reported the practice as it is. Her suggestions for evaluation of current practices and for improvement in the\norganization and administration of these schools are worthy of the careful\nconsideration of all who would apply scientific method to the study of\nthe problems of education.\n\nDISCUSSION OF THE VALUE AND IMPLICATION FOR\nSUPERVISORS OF THE REPORT ON THE STUDY\nOF KINDERGARTEN PRACTICE\nMARGARET C. HOLMES, ASSISTANT DIRECTOR OF KINDERGARTENS\nNEW YORK CITY\n\nIt is a pleasure to have this opportunity to congratulate the Research\n\nCommittee on the completion of their valuable and, for the Kindergarten\nDepartment, unusual piece of work. Careful study of the report will\n\n"}
{"page": 524, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n499\n\nopen up to all of us many avenues of use to which the information contained in this volume may contribute.\nI shall concern myself in this discussion not with the validity of the\nmaterial presented in the report, but with its practical use to the supervisor. As I see it, there are two definite fields in which this report will\nbe a practical aid to the supervisor; first, in its value to the supervisor in\nher work as an administrator.\n\nWe have here a definite authoritative\n\nstatement of kindergarten practices throughout the country, giving valu-\n\nable information for organization pleas with boards of education, boards\nof superintendents, etc., information concerning such problems as :\n1. Growth in kindergarten service throughout the country and its present extent.\n2. State kindergarten laws indicating the acceptance and responsibility for\neducation of the four and five year old child.\n3. Rules and regulations of boards of education concerning kindergarten age,\n\ncourses of study, training school courses and other vital problems .\n4. Present status of the kindergarten-primary supervisor.\n5. The value of the inclusion of the kindergarten in a general survey of the\nschool system.\n6. How to organize to care for variation in attendance in kindergarten classes .\n7. What shall be the determining factors for admission to kindergarten classes .\n\nIn addition to this aspect of the report, we have its aid to the superviser from the professional standpoint. There are two dangers which confront the kindergarten supervisor; the danger of being lost in the routine\n\nof administration, and the danger which comes from the isolation of any\nsupervisor of a department. The kindergarten supervisor needs most vitally\nto see local practices in relation to practices in other communities. This\nreport will be of valuable aid in this regard. It should be the starting\npoint for experimentation and investigation in the local community through\ncomparison of practices in other communities.\nTake such a problem suggested in the report as the following analysis\nof time schedule :\nIs the division of time a matter of administrative policy, or is it a matter con-\n\ncerning philosophy of education or accepted principles of psychology. On what\nprinciple am I, as a supervisor basing the procedure in my community ? How does\nit compare with other communities ? Do I see here a fruitful field for experimentation within my group of teachers ? How can I arrange conditions whereby I\ncan evaluate and compare local procedure with that of other communities ?\n\nIn the same manner are suggested lines of investigation in many different\nactivities of the kindergarten.\n\nUnder music we find suggested material for investigating kindergarten\nobjectives-time allotment-place in day's program, etc. Under language\nand literature such problems arise as what activities should be includedwhat place in day's program-what time allotment.\nUnder work period for the general arts such problems arise as the\nfollowing :\n\n"}
{"page": 525, "printed_page": null, "text": "500\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. Do children of kindergarten age require supervised instruction with materials, and is it better to provide a separate period for that purpose ?\n\n2. Is the short span of interest which is characteristic of this age of child better\ncared for by two periods of work than by one which is longer ?\n3. Does the one work period include opportunity for teachers-supervised and\nself-directed work which the two separate periods provide ?\n\nThere is an interesting and informative analysis of physical activities in\nthe kindergarten leading on to worthwhile investigations and evaluation of\n\ndifferent forms of procedure. Investigation of possible outcomes developing from the various forms of practice will surely be an inspiration and\nchallenge to the supervisor to defend or to change the method of procedure in her community.\n\nThis report showing the many varying forms of kindergarten practice\n\nthroughout the country is surely an indication of the strength and vitality\nof the kindergarten itself, with its picture of a dynamic growing kindergarten and not a static method of teaching.\nThis report will surely be an inspiration to the supervisor leading\nher on to more scientific experimentation and more creative leadership.\nThrough the wise use of this material we will render to the Committee\nits just reward for their labors.\n\nDISCUSSION OF THE VALUE AND IMPLICATIONS OF THE\nSTUDY FOR FUTURE PROGRESS\nJANE ELIZABETH JOSLIN, DIRECTOR OF KINDERGARTEN\nHATHAWAY BROWN SCHOOL, CLEVELAND, OHIO\n\nMay I take this opportunity to congratulate the Research Committee\nand its chairman on the splendid piece of work which they have accomplished ? The whole-hearted response and coöperation which they have\nreceived from thirty-four States is also cause for satisfaction, and indicates\na widespread interest in the whole subject. This report is reassuring and\nforms a substantial basis for further study.\nMay this analysis be like a beam of light to all those who are inter-\n\nested in the education of little children, beckoning them on to investigate\nmore fully present conditions in the educational field and to determine\nthe possibilities of the future.\nWe believe in education. We believe in the education of little chil-\n\ndren. We believe that the Progressive Education of the present time is the\nhighest form of method which humanity has seen.\nThe kindergarten teacher needs and desires to know this principle of\ndevelopment for she is daily brought face to face with the vital issues of\nlife, and feels the challenge of the future progress of America. She\nrealizes that out of the conflict of traditions the variations of historical\n\nsetting, and the vast differences in talents and tastes there has come a\nperiod of reconstruction of curriculum and method of instruction in the\n\n"}
{"page": 526, "printed_page": null, "text": "DEPARTMENT OF Kindergarten EDUCATION\n\n501\n\nfield of education and she knows that some kind of spiritual union must\nbe evolved.\n\nShe is trying to make this adjustment and she needs encouragement.\nShe needs encouragement and help from the institution in which she\nreceived her training. She needs the intelligent support of her superior\nofficers and of the public in the work that she is accomplishing.\nThere is a clarion call for supervisors who can liberate her and help\nher to make adjustments along the following lines :\n(1) She needs to be relieved from the habit of over-work. Why must one\nteacher handle ninety-six children alone day after day, fifty in the morning and\nforty-six in the afternoon ? How can such a teacher have any time left in the\nday for study or for college extension work, after she has put away materials in\nher room, made a record of the activities of the individual children, and a tentative outline of the work to be accomplished for the following day? I believe that\nthe crux of the whole matter is to be found in the analysis itself, namely, that\nthere are no standards to determine the number of children which may efficiently\nbe enroled with one or two teachers, or to determine when the enrolment of one\nkindergarten is sufficient for starting a second kindergarten session or a second\ncomplete kindergarten room.\n(2) The teacher of young children needs relief from a heavy inflexible system\n\nin many cases, that makes it impossible year after year to secure necessities in\nroom equipment and adequate housing conditions.\n\n(3) She needs liberation from the attitude of pathalogical seriousness which is\ncharacteristic of the average educator. The profession of teaching is one of inspiration and should bring joy and growth to everyone who participates in it.\n\nThere should be no drab or gloomy poets or school teachers .\n(4) She needs inspiration and vision, which come to her through the supervisor\nand through contact with great thinkers and leaders as well as professional clubs\nand magazines .\n\n(5) Lastly, the kindergarten teacher needs release from the domination of many\nopinions, and more freedom to arrive at convictions of pedagogical truths for .\nherself. How can she do her share in gathering together the raw materials for\na new social order or study educational conditions scientifically when she has so\nlittle opportunity herself for independent thinking ?\nShe needs to live and think and enjoy as a free individual.\n\nThen she will be enabled to make an adequate program for the children\nin her care. Then she will be prepared to understand their needs in\n\nterms of society, to be honest in her convictions, and fearless and strong\nof purpose in doing her part to formulate a curriculum and determine\nschool policies.\nHer program will vary from that of another teacher and it will vary\n\nfrom year to year, because of the needs of the locality, of the children in\nher group, and because of her own growth. Such variation is desirable.\nWe are glad that the analysis indicates no set procedure. The last thing\nthat should be desired is a stereotyped program.\n\nIt is interesting to note that in an investigation made by Miss Anne\nMoore¹ it was discovered that in a list of thirty-nine cities of New England and the Central Atlantic Coast, two only treat kindergartens as a\n1 The Primary School, Houghton Mifflin Co.\n\n"}
{"page": 527, "printed_page": null, "text": "502\n\nNATIONAL EDUCATION ASSOCIATION\n\ndefinite part of the school system, while twenty-eight do not mention them\nin their courses of study. In a list of twenty-eight cities in the middle\nwest and west, five have a kindergarten course of study and fifteen do\nnot. This is a better percentage and corroborates the findings of Miss\nDavis in regard to the status of different localities. It would be interesting to trace the history of the incorporation of the courses of study\nindicated by the analysis under discussion. By whom was each one made?\nHow much freedom does the individual teacher have in following it?\nDoes it hamper initiative and creative work or has it been successful?\nHas it united the kindergarten more closely to the school system ?\nGranting that a course of study is advisable, is it not timely to recommend that a skelton course of study be outlined by this department\nof the National Education Association and used as suggestive material\nfor the different States ? Such a course of study should be brief. It\nshould contain suggestions for giving children vital experiences and contacts\nwith the best that life affords. It should contain outlines and descriptions\nof large units of work or projects. The committee that builds it should\nbe composed of a deliberative body of men and women who are thinkers,\nwho have a forward look, and who are determined that the teachers of\nlittle children, as well as the children themselves, shall have an opportunity to grow.\n\nOne of the points in the analysis which arrests our attention is the fact\nthat there is in the schoolroom more planning of work done by the teachers\nthan the keeping of records of the work accomplished or of the growth of\nthe individual. Although many efforts have been made to formulate a\nsatisfactory record blank I am frank to say that a final solution has not\nbeen found. It is good to know that a committee of the International\nKindergarten Union is working upon this problem. It would also seem\nfeasible for some of the committee to launch a survey of all the kindergartens in the United States, investigating administrative practice, scope of\nthe supervisor, and dominant objectives in a year's work.\nThe analysis indicates that teacher control is in use at the beginning of\n\nthe year in the average kindergarten and that gradually the method is\nchanged. It is my conviction that such a plan is faulty, for I have had\nproof that there should be much freedom for initiative and organization\nby the children themselves, at the beginning of the school year, as well\nas careful training on the part of the teacher in matters of habit formation\nand self control. I believe that in the method of control in use in the\nhome and school is centered the whole matter of obedience and true self\n\ngovernment, which is a crucial problem before our country today.\nIt would seem that the proportion of social games used at the beginning\nof the kindergarten year is too high, although such a procedure may seem\nnecessary with large groups .\n\nIn conclusion, let me reiterate that I have faith in the kindergarten\nteacher to solve her educational problems if she is given an opportunity to\nthink.\n\n"}
{"page": 528, "printed_page": null, "text": "503\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\n\n\"A progressive society\" says Professor Dewey, \"counts individual variations as precious since it finds in them the means of its own growth. Hence\na democratic society must in consistency with its ideal, allow for intellectual\n\nfreedom and the play of diverse gifts and interests in educational measures.\"\nThat America is successful to some degree in true education is proven by\nthe following story as given to the press :\nEl Reno, Okla.\nSpecial Correspondence.\n\nA supervisor was giving an \"intelligence\" test to a group of sixth-grade students. One of the questions was : \"If you heard the fire alarm in the school,\nwhat would you do ?\"\n\nMost of the children wrote that they would file out in an orderly manner, just\nas they did in a fire drill. But one boy answered as follows :\n\"I would get in line and march downstairs with the others.\n\nBut instead of\n\ngoing outdoors, I would go into the room where the little lame girl sits, and I\nwould carry her out.\"\nAfter that, whenever we had a fire drill, he followed this procedure, even when\nhe knew the little girl was absent. When asked why he did this, he said he wanted\nnot to break the habit.\n\nChristian Science Monitor,\nMarch 28, 1925 .\n\n"}
{"page": 529, "printed_page": null, "text": "502\n\nNATIONAL EDUCATION ASSOCIATION\n\ndefinite part of the school system, while twenty-eight do not mention them\nin their courses of study. In a list of twenty-eight cities in the middle\nwest and west, five have a kindergarten course of study and fifteen do\nnot. This is a better percentage and corroborates the findings of Miss\nDavis in regard to the status of different localities. It would be interesting to trace the history of the incorporation of the courses of study\nindicated by the analysis under discussion. By whom was each one made ?\nHow much freedom does the individual teacher have in following it?\nDoes it hamper initiative and creative work or has it been successful ?\nHas it united the kindergarten more closely to the school system ?\nGranting that a course of study is advisable, is it not timely to recommend that a skelton course of study be outlined by this department\nof the National Education Association and used as suggestive material\nfor the different States ? Such a course of study should be brief. It\nshould contain suggestions for giving children vital experiences and contacts\nwith the best that life affords. It should contain outlines and descriptions\nof large units of work or projects. The committee that builds it should\nbe composed of a deliberative body of men and women who are thinkers,\nwho have a forward look, and who are determined that the teachers of\n\nlittle children, as well as the children themselves, shall have an opportunity to grow.\n\nOne of the points in the analysis which arrests our attention is the fact\nthat there is in the schoolroom more planning of work done by the teachers\nthan the keeping of records of the work accomplished or of the growth of\nthe individual. Although many efforts have been made to formulate a\nsatisfactory record blank I am frank to say that a final solution has not\nbeen found. It is good to know that a committee of the International\nKindergarten Union is working upon this problem. It would also seem\nfeasible for some of the committee to launch a survey of all the kindergartens in the United States, investigating administrative practice, scope of\nthe supervisor, and dominant objectives in a year's work.\nThe analysis indicates that teacher control is in use at the beginning of\nthe year in the average kindergarten and that gradually the method is\nchanged. It is my conviction that such a plan is faulty, for I have had\nproof that there should be much freedom for initiative and organization\nby the children themselves, at the beginning of the school year, as well\nas careful training on the part of the teacher in matters of habit formation\nand self control. I believe that in the method of control in use in the\nhome and school is centered the whole matter of obedience and true self\n\ngovernment, which is a crucial problem before our country today.\nIt would seem that the proportion of social games used at the beginning\nof the kindergarten year is too high, although such a procedure may seem\nnecessary with large groups .\n\nIn conclusion, let me reiterate that I have faith in the kindergarten\nteacher to solve her educational problems if she is given an opportunity to\nthink.\n\n"}
{"page": 530, "printed_page": null, "text": "ここ\n\n505\n\n\"A propose so\n\ndness of\neriod of\n\ntions as preccos S2 I\n==\n\nademocrate\n\nfreedom and me\nThat Are\n\nthe following storage\n\na right\nles itself\n\n: -\n\n1s, busi-\n\n7\n\nsic work\nd almost\n\nA supervisor we pr\ndents. One utca\nwhatwood FDL DI\nMost of the c\n\n2.\n\nffspring.\nhat does\n\nロリー\n\nne music\n\nas they did in a freced. br\n\"I would get nine at:\ngoing outdoors WOLENIA\nwould carry ner part.\"\n\nstion.\n\nI\n\n:\n\nper cent\n\nKE\n\nThe first\n\nAfter that, whenever we ra.\n--\n\nheknew the\n\negin was awem\n\nnot to break the hann\n\nVTE\n\nr singing\neautiful,\nHand\n\nthrough\nto love\nisadded\n\nusic, and\niven the\n\nunifying\nnd learn\n\nHe may\nnsemble\nvill ever\n\nroadens.\nthe ele-\n\ninstruchestra.\nlee club\nion are\n\neduca-\n\nk; and\ngained\n\nyouth.\nof the\nin his\nLet us\n,\n\nquite\n\nmani3 have\n\n"}
{"page": 531, "printed_page": null, "text": "Department of Music Education\nSECRETARY'S MINUTES\n\nHistorical Note-The Department of Music Education was created by the Board\nof Directors at the Madison, Wisconsin, meeting in 1884. See Proceedings of 1884,\npage 23. This department coöperates with the Music Supervisors' National Conference. This department meets once each year, in June.\nThe Department of Music Education of the National Education Association held\ntheir meetings as scheduled on Monday and Tuesday afternoons, June 29 and 30,\nin Caleb Mills Hall, at two o'clock.\nThe programs were given as follows:\n\nMonday Afternoon, June 29, 1925, 2:00 o'clock\nMUSIC\n\nArsenal Technical High School Choral Society-Elizabeth Kaltz, directorWinner of First Prize in 1925 State Music Contest.\nGREETINGS\n\nErnest G. Hesser, director of music, Indianapolis, Indiana.\nTHE FUNCTION OF MUSIC IN AMERICAN EDUCATION, John W. Withers, dean of\nSchool of Education, New York University, New York City.\nAN INTERPRETATION OF SCHOOL MUSIC EDUCATION TO THE PUBLIC, Miss Lorle Krull,\n\nAssistant Supervisor of Music, Public Schools, Indianapolis, Indiana.\nFollowing the program there was held an informal reception.\n\nTuesday Afternoon, June 30, 1925, 2:00 o'clock\nMUSIC\n\nShortridge High School Orchestra-Claude E. Palmer, Director-Winner of\nFirst Prize in 1925 State Music Contest.\n\nHIGH SCHOOL MUSIC FROM AN ADMINISTRATIVE VIEWPOINT, Milo H. Stuart, Principal, Arsenal Technical High School, Indianapolis, Indiana.\nRURAL SCHOOL MUSIC AND COUNTY SUPERVISION, S. T. Burns, County Supervisor\nof Music, Medina County, Ohio .\n\nTHE ORCHESTRA, G. R. Humberger, Director of Music, Public Schools, Springfield,\nOhio.\n\nAn informal sing marked the close of the meeting.\n\nAN INTERPRETATION OF SCHOOL MUSIC TO THE\nPUBLIC\nLORLE KRULL, ASSISTANT SUPERVISOR OF MUSIC, PUBLIC SCHOOLS\nINDIANAPOLIS, INDIANA\n\nTo the taxpayer, cordial greetings ! And lest any of my colleagues\nshould feel that the greeting lacks in courtesy in not being addressed to\nthe immediate audience here present, I make haste to remind him, that\nsince he is a school-man and has amassed a fortune in the pursuit of his\nideals, he is of course a heavy taxpayer, and therefore included in the salutation.\n\nBut to return to the beginning. It is fitting that we should address\nourselves to the taxpayer, for to him we owe an accounting of what is\ndone with the funds he provides ; a financial statement which must include\n[504]\n\n"}
{"page": 532, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n505\n\nsomething more than \"all paid in and all paid out.\" The soundness of\nhis investment and the returns which shall accrue through a period of\nyears, these are the things which the man who pays the bills has a right\nto know.\n\nFor the public school music director the tax-paying public divides itself\ninto four overlapping and interlacing groups-parents, musicians, business men, citizens. Each class has its peculiar interest in the music work\nof the schools.\n\nEach makes its own demands.\n\nThe taxpayer as parent is interested in the schools primarily and almost\nexclusively because of their contribution to the education of his offspring.\nHe asks that his child may be made accomplished and happy. What does\n\nschool music offer toward this end ? A little journey through the music\nworld of a modern school system may suffice to answer this question. I\nbelieve I am not exaggerating when I say that no less than fifty per cent\nof the first graders cannot sing a tune when they enter school. The first\n\nwork of the teacher, then, is to help these little people to find their singing\nvoices. This done, the next step is to give them a repertoire of beautiful,\nchildlike songs and a standard of tone-quality and interpretation. Hand\nin hand with this instruction goes the music appreciation lesson, through\nwhich the children become acquainted with and therefore learn to love\ngood music. As the child advances in his school life, sight reading is added\nto his music activities; he learns to orient himself on a page of music, and\nto read his tunes intelligently, as he does his stories. He is also given the\nopportunity of chorus singing, that most vital, inspirational, and unifying\nphase of music work. Further, he may join an instrumental class and learn\nthe rudiments of playing an orchestral instrument or the piano. He may\n\nalso become a member of the school orchestra, thereby gaining ensemble\npractice and as fine a sense of coöperation and team work as he will ever\nacquire on the college gridiron.\nWhen he enters high school, the scope of his opportunities broadens .\nIf he has not taken advantage of the instrumental instruction in the elementary schools, he may do so now, and with a greater choice of instruments. If he already plays acceptably, he may join the band or orchestra.\nIf he is interested in vocal music, he may become a member of the glee club\nor chorus. Instruction in harmony and advanced music appreciation are\nalso at his disposal.\nThrough all the ten or twelve years of his school life, his music education may go hand in hand with his academic and technical work; and\nwhether he is a performer or an appreciative listener only, he has gained\n\na social and civic asset, as valuable in his maturity as it was in his youth.\nAs for his happiness in his study (which is likewise the concern of the\nparent) there is no question, if the superintendent has been wise in his\nchoice of teachers; for music is in essence bouyant and inspiring. Let us\naddress ourselves now to the taxpayer who is a musician. Recently, quite\n\nrecently, the musician, who is not connected with the schools, has manifested a changed attitude toward school music.\n\nSeveral factors have\n\n"}
{"page": 533, "printed_page": null, "text": "488\n\nNATIONAL EDUCATION ASSOCIATION\n\njust such care. We who were students of Dr. Hall in these pioneer days\nwish he might have lived to see his dream realized in such places as the\nChild Welfare Institutes in the Universities of Iowa, Columbia, and Ohio\nand in the excellent work being done in the nursery schools of Detroit,\nCleveland, Boston and other places.\n\nDr. Hall's emphasis on the primacy of the emotions in their relation\nto mental and physical health has developed into the psychiatry and mental\nhygiene of our day with their demands for health and happiness as the\nbirthright of little children. His interest in the school as an environment\nof health, happiness and beauty, with proper ventilation, lighting and\ncleaning, are being realized in beautiful and sanitary school buildings all\nover America. Individual drinking cups, towels and soap, were instigated\nby his teaching. Plays and games, music, art, literature and industrial arts\non a sufficiently large scale to appeal to the large muscles-these embodied\nin a new curriculum and set in an atmosphere of freedom and self-expression, were being promulgated by Dr. Hall as far back as 1890 to 1895.\nThe next great changes in kindergarten practice must be traced to the\ninfluence of Dr. John Dewey who came into the kindergartens to study\nour practice and help in the reconstruction. Dr. Hall's work was first\ndestructive of the old, followed by a dreamer's prophesy of the new. But\nDr. Dewey helped us to reconstruct a new order out of the old, with\n\ninfinite patience in the study of details of the practice to be substituted. His\npragmatic philosophy, embodying the best in the psychology and sociology\nof the day called for a careful study of the child, and a patient overhauling\nof every detail in curriculum and method. His emphasis upon interest\nin relation to effort, morality as involving choice, the principles of democracy in school organization, thinking as conditioned in problematic situations when applied in kindergarten education, necessarily led to a new\ncurriculum and new methods of teaching and social organization. In\nmany instances the kindergarten preceded the grades in its reconstruction\nof practice in the light of Dr. Dewey's principles. The so-called \"project\nmethod\" with its emphasis upon the child's ability and right to plan as\nwell as execute the plans of the teacher, the ability and the right of children to learn from and help each other, has given us the socialized kindergarten of today. No one has contributed to the reconstruction of kindergarten practice the impetus of Dr. Dewey, not only through his theories\n\nof life and education as a part of life, but through his interest in and\ncoöperation with those seriously attempting its reconstruction. Between\nfifteen and twenty years later when Dr. Montessori issued her passionate\nappeal for the child's right to learn the discipline of life through liberty\ntogether with her criticism of the \"lock step\" procedure through the grade\nand class methods of instruction, the reconstructed kindergarten of America\nhad been applying both principles with far more creative materials and\nunder a freer class organization and social living for more than a decade.\nNevertheless, Dr. Montessori's popular appeal for liberty as the condition\nfor growth in self-government, and her insistence on freeing the child from\n\n"}
{"page": 534, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n489\n\nthe slavery of group instruction must be acknowledged as one of the contributing factors in freeing the kindergarten from the formalism in materials and social organization imported from Germany. This is true in\nspite of the fact that no one thoroughly versed in Dr. Dewey's fundamental principles could accept Dr. Montessori's out-of-date faculty psychology, based upon the outworn doctrine of transfer of training, or her\nformal didactic material so limiting to the imaginative free expression of\nchildren's interests in social life. Her conception of the imagination and\n\nits rôle in child-life was another stumbling block to American teachers.\nWhile its is true that the modern kindergarten had taught children to serve\ntheir own luncheon, setting the table, washing the dishes, to care for\ntheir pets, to clean up their room after a work period, etc., for a decade a\ngreat impetus to the teaching of self help came to the kindergarten through\nDr. Montessori's exposition of the exercises of practical life.\nThe nursery school movement in England and America has been and\nwill be more and more a stimulating influence in the continued reconstruction of the kindergarten. Its great contribution is the nursing aspect of\neducation. A grand-niece of Froebel-Frau Schräder-preceded the English nursery movement by the establishment of the Pestalozzi Froebel\nHaus in Berlin, emphasizing the physical care of young children. She was\na most remarkable woman and would have accomplished much more than\nshe did if she had been in such countries as England or America. Wonderful as the work of the two great English pioneers in the nursery schools\nis, they need financing to develop their ideas fully, and because of our\ngreater national wealth in this country, and our more widespread opportunities for research, we have gone much further than they have in the\n\nscience of nutrition and in psychological research. We should gratefully\nacknowledge our indebtedness to both Miss Margaret McMillan and Miss\nGrace Owen, but with our research facilities financed by the wealth of\nAmerica, if we do not lead the world in the knowledge and care of young\nchildren it will be to our everlasting shame.\nNo nursery training schools in this country utilize hospital experience\nto the extent that England does, nor have any of us worked out such\nfresh air facilities. Nor, again, have American boards of education or\nsuperintendents of schools yet equaled the English in financing their nursery\nschools with funds from the public school treasury.\nThe English standards of voice and speech and the calm reposeful\ntemperament of their nursery workers will be difficult for our American\nteachers to attain, but the widespread application of psychology to the\nmethods of teaching, with its laws of learning, its tests and measurements\ngive opportunities for a superior ability in the art of instruction. Many\ntraditional forms of kindergarten practice cast out in the reconstruction\nmovement in this country still persist in many of the nursery schools of\nother countries.\n\nWe Americans must work out an American institution, learning from\nthe great work of England without repeating the error of the pioneer\n\n"}
{"page": 535, "printed_page": null, "text": "490\n\nNATIONAL EDUCATION ASSOCIATION\n\nkindergartners and Montessori teachers in an uncritical importation of\nforeign systems of education for American children. We have much to\nlearn from the German kindergartens in the past, the Italian Houses of\nChildhood, and the English Nursery Schools, but we must not import\nthem unadapted and uncriticized.\n\nWe must learn from all, but must\n\nbuild a nursery school fitted to our own national and educational needs.\nAnother contributing factor in the reconstructive work in the kindergarten is the utilization of the health work with mothers and babies in\nmaternity centres, baby welfare clinics, etc. Such organizations as the\nAmerican Institute of Child Health need our coöperation as much as we\nneed theirs. Such health organizations as this will be glad to contribute\ntheir help in the construction of health curricula. For more than a dozen\nyears progressive kindergartens have been teaching health habits as a definite\npart of the curriculum, realizing that it may be more important to teach\nlittle children \"the covered sneeze and cough,\" to keep fingers out of\nthe mouth, to masticate food, or to wash the hands before eating, than\nto teach singing, literature, art or number. To the credit of the kindergarten must it be said that large numbers of teachers have struggled for\nyears to secure proper health conditions, but an educational campaign will\nhave to be waged with educational administrators, boards of education and\nparents' organizations before such work can be universally conducted in\nour public school kindergartens.\nModern psychology with its methods of research has been and still is\na tremendous stimulus to reconstruction in the kindergarten. The demand\n\nfor a more definite statement of our objectives, together with tests of\nprogress made by kindergarten children has been of untold benefit in improving instruction. It has been a struggle to bring this movement into\n\nkindergartens for several reasons. Until we had psychologists who would\nspecialize with young children, the needs of young children were invariably\ncrowded out in research. Until kindergartners themselves were willing\n\nto take their higher degrees in psychological research, little along this\nline could be accomplished in the kindergarten. We now have in use\ntests of intelligence, both individual and group, which have been most\neffective both in their guidance of the teacher in better grouping in the\nkindergarten, and in promoting children from the kindergarten into the\n\nfirst grade. A goodly proportion of kindergarten children are being\nweighed and measured regularly and reports on growth sent regularly to\nparents.\n\nThe problem of records of improvement introduced as far back as 1915\n\nare being improved by being made more objective, and less the result of\nstatements based on the untrained judgment of the teacher. The Inter-\n\nnational Kindergarten Union has had national committees collecting and\ndisseminating knowledge along these lines with the coöperation and criti-\n\ncism of psychologists. While much has been accomplished, much more is\n\nto be done before satisfactory scientific records of progress will be possible,\n\n"}
{"page": 536, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n+91\n\nexcept in kindergartens and nursery schools affiliated with psychological\nclinics.\n\nFortunately the whole attitude toward the young child is rapidly changing. We who are working with young children today have opportunities\nnever dreamed of by our predecessors. Never before in the history of\neducation has any educational movement had the opportunity to build\nnew, scientific, curricula that we have at present. To build a new curriculum at a period when research is offering assistance in more than a\nhalf dozen universities is a great opportunity. Child welfare clinics are\nnow associated with the work with young children in the universities of\nIowa, Yale, Columbia, Chicago, Ohio, Cornell, Michigan, Minnesota and\nTemple, in addition to the splendid work being done in the nursery schools\nin the Bureau of Educational Experiments, the Merrill-Palmer School of\nDetroit and in Cleveland.\n\nMost of these have research clinics where\n\ndefinite knowledge regarding the nature and needs of young children is\nbeing discovered and disseminated for the benefit of kindergartners, nursery\nschool workers, Montessori teachers, primary teachers and parents. The\nfollowing are some of the lines of research under investigation : Nutrition\n\nand dietary, with definite knowledge regarding the effects of eggs, milk,\ncod liver oil, etc. on growth, and resistance to disease, growth curves in\nweight and height, the effects of sunlight and open air on physical and\nemotional conditions ; the examination of the contents of the intestines\n\nand the kidneys to discover sources of individual difficulties ; examinations\nof posture, flat foot, the blood; heart; daily records of bowel habits and\nsleeping habits; colds, their causes, prevention and cure; the effects of\nexercise, and frequency of exercise on learning; the effects of approval and\ndisapproval on improvement; the effects of emotional disturbances in attitudes which in turn influence learning, for example, fear, anger, timidity,\npleasure, sense of failure, self-depreciation, egocentric, tantrums and stubbornness; the effects of too much and too little affection on mental and\nemotional health; sex-disturbances, dreams, etc., etc., too numerous to\nrecord.\n\nWhile it is realized that children of the same chronological age and\nmental age vary too greatly to draw any hard and fast conclusions regard-\n\ning standards of achievement, definite records are being made of possible\nachievements to expect from children two to three, three to four, four to\nfive and five to six. Out of these daily records of achievements actually\nmastered by children of these different ages, we ought to be able to\nbuild curricula based upon trustworthy knowledge as to what to expect\nand demand of children of different intelligence levels in the nursery school\nand kindergarten .\n\nLast, but not least, we are being influenced by the behavioristic psychology leading us to set up definite objectives in technique, conduct or\nbehaviour which should be the outgrowth of each school subject and\nperiod of the daily schedule. Our final objective whether in the realm\nof the social, health or moral situations, music, art, literature or number,\n\n"}
{"page": 537, "printed_page": null, "text": "492\n\nNATIONAL EDUCATION ASSOCIATION\n\nis, and must be, the changed child, the child whose habits and attitudes,\nwhose thoughts and feelings, whose ideals and appreciations have been\naltered for the better, and made permanent in improved technique, conduct or behavior. When education is viewed from this angle, the curriculum will include all the responses made by the child from the moment\nhe enters until he leaves our care. Nay more, we will help parents to build\na curriculum for the home, where the mother or father is responsible-the\nhome reporting progress to the school, the school reporting progress to the\nhome. The two learning situations in which the young child lives, moves,\nand has his being, are the home and the school. The teachers in these\ntwo situations are the kindergartner and the parents. Until these two\nteachers unite in making the learning process continuous in both situations,\nbehavior and conduct cannot develop into habit, and habit into character,\n\ndisposition, personality, and citizenship, which will make the world a\nhappier place for self and society.\n\nGENERAL PRACTICE IN KINDERGARTENS OF THE\nUNITED STATES\nMARY DABNEY DAVIS, DARIEN, CONNECTICUT\n\nA resolution to publish a circular on \"A Day's Work in Kindergarten\"\nwas passed three years ago by the Department of Kindergarten Education\nof the National Education Association. During the following year the\nofficers of the department under the chairmanship of Miss Alma Binzel,\nobtained the coöperation of the Executive Board of the Association and\nappointed a committee to carry on the necessary research.\nThe committee, called the Research Committee of the Department of\n\nKindergarten Education of the National Education Association, represents the main geographical divisions of the United States. Miss M.\nMadilene Veverka, Kindergarten-Primary Supervisor of Los Angeles,\nCalifornia, represents the western division ; Mrs. Ernest Horn of Iowa\nCity, Iowa and Miss Olga Adams of the School of Education in the University of Chicago, Chicago, Illinois, represent the Great Plains and the\n\nGreat Lakes divisions ; Miss Allene Seaton, Supervisor of Kindergartens\nin Louisville, Kentucky, represents the southern division; and the chairman\nrepresents the eastern division.\n\nThe committee soon found a large number of possibilities for research\nwithin the topic. \"A Day's Work in Kindergarten\" could mean a study of\n\nhabit formation, a study of objectives-general or specific, studies in\nmethods of procedure or in efficient program construction. It could also\ninclude investigations of comparative values of the practices now found\nin kindergartens, or studies of the effect of kindergarten education upon\nchildren's growth in habit formation or ability to learn.\nThe fact was recognized by the Research Committee that kinder-\n\n"}
{"page": 538, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n493\n\ngartens are still becoming a part of the school systems in many cities and\nthat many school administrators know little or nothing of what ordinarily\ntakes place during a kindergarten session. It was also recognized that\nthere are several accepted practices in the manner of conducting kindergartens which need careful studies in evaluation. No presentation had\n\nbeen made of general practice in kindergarten education from which those\nuninformed could be enlightened, or upon which those experienced in\nkindergarten work could base future investigations.\nIt was then decided to present facts which would depict kindergarten\npractice as it takes place today throughout the country. All studies in the\nevaluation and analysis of the practice portrayed were left for future in-\n\nvestigations.\n\nIt was anticipated that the facts presented could furnish\n\nstimulation and foundational material for these investigations .\nTo secure facts representative of general kindergarten practice, the following procedure for gathering data was decided upon :\n1. To secure at least four stenographic reports of full sessions of kin-\n\ndergartens from each State. These to represent two public schools, one\nteacher training institution and one private school, distributed, if possible,\namong cities of different sizes.\n\n2. To request information to be sent with these reports from the person in supervisory charge of kindergartens and from the teacher regarding\nthe \"typicalness\" of the day's work reported; the time program in use ; the\nattendance; the nationalities of the children; the reasons for selecting the\nkindergartens to be reported, etc.\n3. To send an inquiry to kindergartners and superintendents of schools,\nto ask the teachers for the nomenclature they use for the kindergarten\nperiods and for the activities which they include; for the distribution of\ntime; and for the aims and methods used for each activity. From the\nsuperintendents to gather certain administrative details regarding enrolments, attendance, length of kindergarten training provided and the\nsupervision provided for kindergartners and primary teachers .\nIn following this plan the Research Committee were dependent upon\nthe generous coöperation of superintendents and supervisors, of directors\nof teacher training institutions and of the teachers in the kindergartens.\n\nFor this coöperation may I express our warmest appreciation. Stenographic\nreports of 136 schools in 34 States were contributed. Replies to the\ninquiry were received from 535 teachers and 162 superintendents in time\nfor analysis in the final report and many have arrived later and are being\nheld for future investigations.\n\nAfter the Research Committee had formulated its plans and had gathered\ndata, the chairman made the necessary analyses and wrote the report which\nis now presented for your use. For counsel and advice in making the\n\nanalyses I am most grateful to members of the faculty of Teachers College, Columbia University. Throughout our study we have been most\nably assisted by Miss Agnes S. Winn, Director of Classroom Service of\nthe National Education Association .\n\n"}
{"page": 539, "printed_page": null, "text": "494\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe report first shows the need for presenting facts about kindergarten\neducation. It shows the growth in the number of kindergartens during\nthe past fifty years; the improvement in State legislation for kindergartens ;\nevidence that kindergartens are being recognized as an integral part of\nmany school systems; and evidence that many school administrators know\nlittle about kindergarten education .\nEvidence is then cited to show the variety of the school situations which\nthe stenographic reports represent and also to show that the work reported\nis the normal, everyday procedure.\nFollowing these statements of the legal and educational status of the\n\nkindergarten and of the representativeness of the data which is used to\ndepict kindergarten practice, there are analyses of the time schedules\nwhich accompanied the stenographic reports, of the content of the reports\nthemselves and of the replies to the kindergarten inquiry.\n\nThe first analysis is made of 131 time schedules. This includes distributions of the names given to each period and of the activities included\nin the order of popularity with which they were used. The place in the\nday's time program commonly used for each period is shown graphically\nand an analysis of time for each subject or activity in terms of per cent\nand by geographical divisions of the country showing the time allotted for\none subject in relation to all other subjects, the total time for one subject\ndistributed among the geographical divisions, and the median length of\ntime devoted to the several subjects or activities.\nFrom the composite distributions of time the kindergarten day devotes\na little over a third of its time to physical activities such as games, rhythms,\nrecess, luncheon and rest ; devotes a third of its time to the general arts,\n\nthe fine, industrial, domestic and dramatic arts; and devotes the other\nthird of its time to assembly periods such as the morning exercises and the\ndiscussion of work, and to literature and music in periods separated from\nthe general assembly periods.\n\nThere are wide variations in the use of time within each of the geographical divisions of the country and among these divisions. Taken as\na whole, the far western, the southern and eastern divisions spend more\ntime for morning exercises and provide two short periods for the general\narts rather than one long period. The middle western divisions provide\nmore periods for a discussion of work and fewer periods for morning\nexercises ; more single work periods for the general arts ; and more periods\nfor music and literature separated from the general assemblies .\nThe nomenclature for the kindergarten activities is confusing to the\naverage person because of the wide variety in use and because it often expresses method or tradition rather than the work of the period named. For\n\nexample there were eighteen different names applied to the assembly period.\nThese included such names as Conversational Period, Morning Circle,\nCircle, Opening Exercises, Discussion Period, Group Meeting, Music and\n\nConversation, Greeting, Conference, Morning Talk, and Organization\nPeriod.\n\nThere were preferences for these among the geographical di\n\n"}
{"page": 540, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n495\n\nvisions of the country. Similar lists of names were given for the other\nactivities of the kindergarten program.\nIn general, practice is equally divided between starting the day with\nan assembly period or a work period for the General Arts. There are\ntendencies toward using particular times during the day for certain activities but there is no set program plan which is generally followed by\nthe kindergartens of the United States.\n\nThe Stenographic Reports-The analysis of the contents of the stenographic reports includes descriptions of the kindergarten rooms and gives\naccounts of the activities carried on, the positions taken by the groups of\nchildren and the methods of control used during the several periods of the\nprogram. Details are also given of the signals used by the teacher to gain\nthe attention of the children; of the beginnings of number work and reading found within the day's work; and of coöperation between the kindergartens and the primary grades. Illustrations are quoted from the stenographic reports to show the kindergarten periods in action and to illustrate the statements of method by which 449 lessons were scored.\nSince 90 per cent of the reports were taken during October and November, the lists of songs, stories and games compiled indicate those\n\nwhich are more popularly used during the fall of the kindergarten year.\nThe songs were chiefly nursery rhymes and nature songs and seem to be\nshort and simple in structure. The literature included Mother Goose\nRhymes, finger plays, folk tales and realistic stories of home life and of\nanimals. The games fell largely under a heading of \"activity\" games\nwhich included social games, games leading to skill and competition, and\nrhythmic interpretation of music.\nFive statements of method on a scale of control ranging from teacher-\n\ncontrol to child or self-control were made. The lessons scored by these\nstatements show that generally in the fall of the year kindergartners use\na method which incorporates the children's interests within the teachers'\nplans and that the teacher directs the children's work. The method used\n\nvaries with the several kindergarten activities. For example, the single\nwork period for the General Arts uses a method dependent upon the\nchildren's abilities to initiate and control their own work, while the morn-\n\ning exercises or general assembly period uses a teacher-directed method.\nThis variation continues among the other activities of the program.\nThe traditional idea of the circle as a customary grouping of children in\nkindergartens is not true of present practice. The general assembly period\nuses the circle formation more than any of the other periods. Informal\ngroupings about the teacher or careful arrangements according to abilities\nof the children to sing or to converse are quite general during the other\nactivities of the day.\n\nThere were constant evidences of the beginnings of the elementary school\nsubjects within the several kindergarten activities.\n\nNumber work was\n\nneeded and used in practically all periods of the day and references to\nneeds for reading were found particularly with groups of older children.\n\n"}
{"page": 541, "printed_page": null, "text": "496\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe Kindergarten Inquiry-The replies to the Kindergarten Inquiry\nsubstantiated the findings from the time schedules and the contents of the\n\nstenographic reports.\n\nThe same wide range in nomenclature, similar\n\nallotments of time for the several activities of the program, and fairly\nsimilar lists of activities in the order of their popular use were found in\nthis analysis. The scoring of methods used was corroborated by the\nteachers' statements of the methods which they use in the beginning of a\nterm's work. In addition the replies showed that kindergartners tend to\nchange the method of control used during a term. They start with teacherdirected work and move, in general, toward making greater demands upon\nthe children's initiatives and independent control. The statements of aims\nwhich were made for each of the kindergarten periods were general and\nin a large measure were indefinite. No dominant objectives were determined for the activities of the program because it was impossible to\nclassify them as stated by the teachers.\nThe responses to questions regarding the records and reports kept by\nkindergarten teachers show that there is more planning of work done\nby the teachers than keeping of records of the work accomplished or of\nthe growth of individual children. Few kindergartens provide reports for\nthe parents of the children's progress, though most of the kindergartners\n\nsaid that they made a point of talking with the parents informally about\ntheir children.\n\nSuperintendents contributing administrative data regarding their kindergartens showed that the growth in average daily attendance keeps pace\nwith the growth in the attendance for the elementary school. There is a\nfluctuation in the attendance month by month evidently influenced by the\nwinter weather and by mid-year promotions .\nThere is a wide variety in practice regarding entrance and promotion\nrequirements, and there is no set custom in providing one or two years\nof kindergarten training. There are no standards for determining the\nnumber of children which may efficiently be enrolled with one or with\ntwo teachers or for determining when the enrolment of one kindergarten is\nsufficient to warrant starting a second kindergarten session or a second\ncomplete kindergarten room.\nIn general there is little difference between the length of daily service\nrequired of kindergarten and primary teachers. Where there is but one\nsession a day of kindergarten work the other half of the teacher's day is\ndevoted largely to assisting in the grades, though there are many other\nplans made for the use of her time which assists the principal with his\nwork or provides for visits in the children's homes.\n\nTwo complete stenographic reports are reproduced at the conclusion of\nthese analyses. These reports represent, as well as it is possible, the outstanding differences found in program construction, in activities carried on\nand materials used and in methods of control employed by the teacher.\nSummary and Recommendations-This brief survey of the report of gen\n\n"}
{"page": 542, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n497\n\neral practice in kindergartens of the United States now being presented is\nan indication of the accumulated facts which are being laid before you.\nYou can see in the report the tendencies in the use of time in kindergartens, the variety of nomenclature used for the several activities, the\nmost popular activities, materials and kinds of songs, games and literature\n\nused in the early part of the kindergarten year. The indefinite quality\nof the statements of aims has been shown.\n\nThe methods of control used\n\ncommonly during the different periods of the kindergarten program have\nbeen described. It has been indicated that practice varies greatly within\nthe geographical divisions of the country, and among these divisions. From\nthese facts presented you may gain an idea of the variations in administrative practices regarding kindergartens which occur throughout the\ncountry.\n\nOf what use are these facts ? These descriptions ? The Research Committee trusts that they inform the uninitiated person as to what he may\nexpect to find when he visits a kindergarten. For the persons experienced\nin kindergarten work we hope that there is sufficient stimulus and material\n\nfor investigations in pre-kindergarten, kindergarten and primary education.\nStarting points for investigations are proposed throughout the study. They\nare further proposed by a suggested nomenclature, by the formulated statements of methods of control in teaching, by the attempted classifications\nof objectives, by the form of the analysis used for plays and games, and by\nthe graphic representation of kindergarten attendance.\nEmphasis which some people may desire may be found to be lacking.\nWhatever is your response, the Research Committee offers this report\nthrough its parent organization, the National Education Association, for use\nin order that the education of young children will thereby be furthered\nand enriched.\n\nIMPORTANCE OF MISS DAVIS GENERAL SURVEY OF\nKINDERGARTEN PRACTICE IN THE UNITED STATES\nGEORGE D. STRAYER , PROFESSOR OF EDUCATION, TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY, NEW YORK CITY\n\nWe must know what current practice is in our schools if we are to\nimprove them. Miss Davis, in her thorough-going survey of the work\nthat is being done in the kindergartens, has given us this most important\nbasis with the understanding of kindergarten education. Her report will\nprove most helpful, not only to specialists in this field of school work,\nbut also to school administrators, and to other educators who have had\nlittle contact with the kindergarten, and who need to be informed concerning its curriculum, methods of teaching, and organization. Miss\nDavis has rendered a most important service in developing a terminology\n\nwhich describes the activities of the kindergarten non-technically. This\n\n"}
{"page": 543, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n498\n\nnomenclature, which it is safe to predict will grow in favor, indicates\nclearly the continuity of work as between the kindergarten and the primary\nschool. It is quite a relief to one not versed in the peculiar terminology\nsometimes used by kindergartners to have presented for one's consideration\nas the curriculum of this part of the school system, the social studies,\n\nincluding geography, history and civics, nature study, including hygiene,\nthe general arts, including the fine, industrial, domestic and dramatic arts;\nphysical education, music, literature and language.\n\nIt may have been necessary in an earlier day when the elementary school\nwas characterized by very rigid and formal procedures to indicate clearly\nthe separateness of the kindergarten by a unique terminology. With the\ncoming of the modern methods and reform curriculum of the lower grades ,\nthe need for any such distinctions has disappeared. Miss Davis' pioneer\nwork in bringing about the reconciliation cannot fail to have a very important effect both on the kindergarten and on the primary grades.\nAn important contribution in the study has to do with the administrative\nproblems of the kindergarten. Miss Davis proposes that we inquire concerning the load which kindergarten teachers are carrying and the assignment of these teachers to the first grade during the part of the year when\nthe kindergarten enrolment is lowest. Her proposal that thorough-going\ninquiries be instituted with respect to the admission of children to kindergarten, their classification and progress in this part of the school system\n\nshould be carried out by every school system in the United States in which\nkindergartens are organized. The suggestion that supervision of kindergarten and primary grades be undertaken by the same individual needs\nno support from one who believes in the necessary continuity in the educative process.\n\nTaken all together, we have for the first time an adequate picture of\nthe education which is being provided for children below the first grade\nof the elementary school. Without prejudice to any particular point of\nview, Miss Davis has faithfully reported the practice as it is. Her suggestions for evaluation of current practices and for improvement in the\norganization and administration of these schools are worthy of the careful\nconsideration of all who would apply scientific method to the study of\nthe problems of education.\n\nDISCUSSION OF THE VALUE AND IMPLICATION FOR\nSUPERVISORS OF THE REPORT ON THE STUDY\nOF KINDERGARTEN PRACTICE\nMARGARET C. HOLMES, ASSISTANT DIRECTOR OF KINDERGARTENS\nNEW YORK CITY\n\nIt is a pleasure to have this opportunity to congratulate the Research\n\nCommittee on the completion of their valuable and, for the Kindergarten\nDepartment, unusual piece of work.\n\nCareful study of the report will\n\n"}
{"page": 544, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n499\n\nopen up to all of us many avenues of use to which the information contained in this volume may contribute.\nI shall concern myself in this discussion not with the validity of the\n\nmaterial presented in the report, but with its practical use to the supervisor. As I see it, there are two definite fields in which this report will\nbe a practical aid to the supervisor; first, in its value to the supervisor in\nher work as an administrator.\n\nWe have here a definite authoritative\n\nstatement of kindergarten practices throughout the country, giving valuable information for organization pleas with boards of education, boards\n\nof superintendents, etc., information concerning such problems as :\n1\n\n1. Growth in kindergarten service throughout the country and its present extent.\n2. State kindergarten laws indicating the acceptance and responsibility for\neducation of the four and five year old child.\n3. Rules and regulations of boards of education concerning kindergarten age,\ncourses of study, training school courses and other vital problems .\n4. Present status of the kindergarten-primary supervisor.\n5. The value of the inclusion of the kindergarten in a general survey of the\nschool system.\n\n6. How to organize to care for variation in attendance in kindergarten classes.\n7. What shall be the determining factors for admission to kindergarten classes .\n\nIn addition to this aspect of the report, we have its aid to the superviser from the professional standpoint. There are two dangers which confront the kindergarten supervisor; the danger of being lost in the routine\nof administration, and the danger which comes from the isolation of any\nsupervisor of a department. The kindergarten supervisor needs most vitally\nto see local practices in relation to practices in other communities. This\nreport will be of valuable aid in this regard. It should be the starting\n\npoint for experimentation and investigation in the local community through\ncomparison of practices in other communities.\nTake such a problem suggested in the report as the following analysis\nof time schedule :\nIs the division of time a matter of administrative policy, or is it a matter con-\n\ncerning philosophy of education or accepted principles of psychology. On what\nprinciple am I, as a supervisor basing the procedure in my community? How does\n\nit compare with other communities ? Do I see here a fruitful field for experimentation within my group of teachers ?\n\nHow can I arrange conditions whereby I\n\ncan evaluate and compare local procedure with that of other communities ?\n\nIn the same manner are suggested lines of investigation in many different\nactivities of the kindergarten.\nUnder music we find suggested material for investigating kindergarten\nobjectives-time allotment-place in day's program, etc. Under language\nand literature such problems arise as what activities should be included-\n\nwhat place in day's program-what time allotment.\nUnder work period for the general arts such problems arise as the\nfollowing :\n\n"}
{"page": 545, "printed_page": null, "text": "500\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. Do children of kindergarten age require supervised instruction with materials, and is it better to provide a separate period for that purpose ?\n\n2. Is the short span of interest which is characteristic of this age of child better\ncared for by two periods of work than by one which is longer ?\n\n3. Does the one work period include opportunity for teachers-supervised and\nself-directed work which the two separate periods provide ?\n\nThere is an interesting and informative analysis of physical activities in\n\nthe kindergarten leading on to worthwhile investigations and evaluation of\ndifferent forms of procedure. Investigation of possible outcomes developing from the various forms of practice will surely be an inspiration and\nchallenge to the supervisor to defend or to change the method of procedure in her community.\nThis report showing the many varying forms of kindergarten practice\n\nthroughout the country is surely an indication of the strength and vitality\nof the kindergarten itself, with its picture of a dynamic growing kindergarten and not a static method of teaching.\nThis report will surely be an inspiration to the supervisor leading\nher on to more scientific experimentation and more creative leadership.\nThrough the wise use of this material we will render to the Committee\nits just reward for their labors.\n\nDISCUSSION OF THE VALUE AND IMPLICATIONS OF THE\nSTUDY FOR FUTURE PROGRESS\nJANE ELIZABETH JOSLIN, DIRECTOR OF KINDERGARTEN\nHATHAWAY BROWN SCHOOL, CLEVELAND, OHIO\n\nMay I take this opportunity to congratulate the Research Committee\nand its chairman on the splendid piece of work which they have accomplished ? The whole-hearted response and coöperation which they have\nreceived from thirty-four States is also cause for satisfaction, and indicates\na widespread interest in the whole subject. This report is reassuring and\nforms a substantial basis for further study.\nMay this analysis be like a beam of light to all those who are interested in the education of little children, beckoning them on to investigate\nmore fully present conditions in the educational field and to determine\nthe possibilities of the future.\nWe believe in education. We believe in the education of little chil-\n\ndren. We believe that the Progressive Education of the present time is the\nhighest form of method which humanity has seen.\n\nThe kindergarten teacher needs and desires to know this principle of\ndevelopment for she is daily brought face to face with the vital issues of\nlife, and feels the challenge of the future progress of America. She\nrealizes that out of the conflict of traditions the variations of historical\n\nsetting, and the vast differences in talents and tastes there has come a\nperiod of reconstruction of curriculum and method of instruction in the\n\n"}
{"page": 546, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n501\n\nfield of education and she knows that some kind of spiritual union must\nbe evolved.\n\nShe is trying to make this adjustment and she needs encouragement.\nShe needs encouragement and help from the institution in which she\nreceived her training. She needs the intelligent support of her superior\nofficers and of the public in the work that she is accomplishing.\nThere is a clarion call for supervisors who can liberate her and help\nher to make adjustments along the following lines :\n(1) She needs to be relieved from the habit of over-work.\n\nWhy must one\n\nteacher handle ninety-six children alone day after day, fifty in the morning and\n\nforty-six in the afternoon ? How can such a teacher have any time left in the\nday for study or for college extension work, after she has put away materials in\nher room, made a record of the activities of the individual children, and a tentative outline of the work to be accomplished for the following day? I believe that\nthe crux of the whole matter is to be found in the analysis itself, namely, that\nthere are no standards to determine the number of children which may efficiently\nbe enroled with one or two teachers, or to determine when the enrolment of one\nkindergarten is sufficient for starting a second kindergarten session or a second\ncomplete kindergarten room.\n(2) The teacher of young children needs relief from a heavy inflexible system\n\nin many cases, that makes it impossible year after year to secure necessities in\nroom equipment and adequate housing conditions.\n\n(3) She needs liberation from the attitude of pathalogical seriousness which is\ncharacteristic of the average educator. The profession of teaching is one of inspiration and should bring joy and growth to everyone who participates in it.\nThere should be no drab or gloomy poets or school teachers .\n\n(4) She needs inspiration and vision, which come to her through the supervisor\nand through contact with great thinkers and leaders as well as professional clubs\nand magazines .\n\n(5) Lastly, the kindergarten teacher needs release from the domination of many\nopinions, and more freedom to arrive at convictions of pedagogical truths for .\nherself. How can she do her share in gathering together the raw materials for\na new social order or study educational conditions scientifically when she has so\nlittle opportunity herself for independent thinking ?\nShe needs to live and think and enjoy as a free individual.\n\nThen she will be enabled to make an adequate program for the children\nin her care. Then she will be prepared to understand their needs in\n\nterms of society, to be honest in her convictions, and fearless and strong\nof purpose in doing her part to formulate a curriculum and determine\nschool policies.\n\nHer program will vary from that of another teacher and it will vary\nfrom year to year, because of the needs of the locality, of the children in\nher group, and because of her own growth.\n\nSuch variation is desirable.\n\nWe are glad that the analysis indicates no set procedure. The last thing\nthat should be desired is a stereotyped program.\n\nIt is interesting to note that in an investigation made by Miss Anne\nMoore¹ it was discovered that in a list of thirty-nine cities of New England and the Central Atlantic Coast, two only treat kindergartens as a\n1 The Primary School, Houghton Mifflin Co.\n\n"}
{"page": 547, "printed_page": null, "text": "502\n\nNATIONAL EDUCATION ASSOCIATION\n\ndefinite part of the school system, while twenty-eight do not mention them\nin their courses of study. In a list of twenty-eight cities in the middle\nwest and west, five have a kindergarten course of study and fifteen do\nnot. This is a better percentage and corroborates the findings of Miss\nDavis in regard to the status of different localities. It would be interesting to trace the history of the incorporation of the courses of study\nindicated by the analysis under discussion. By whom was each one made ?\nHow much freedom does the individual teacher have in following it ?\nDoes it hamper initiative and creative work or has it been successful ?\nHas it united the kindergarten more closely to the school system ?\nGranting that a course of study is advisable, is it not timely to recom-\n\nmend that a skelton course of study be outlined by this department\nof the National Education Association and used as suggestive material\nfor the different States ? Such a course of study should be brief. It\nshould contain suggestions for giving children vital experiences and contacts\nwith the best that life affords. It should contain outlines and descriptions\nof large units of work or projects. The committee that builds it should\nbe composed of a deliberative body of men and women who are thinkers,\nwho have a forward look, and who are determined that the teachers of\nlittle children, as well as the children themselves, shall have an opportunity to grow.\n\nOne of the points in the analysis which arrests our attention is the fact\nthat there is in the schoolroom more planning of work done by the teachers\nthan the keeping of records of the work accomplished or of the growth of\nthe individual. Although many efforts have been made to formulate a\nsatisfactory record blank I am frank to say that a final solution has not\nbeen found. It is good to know that a committee of the International\nKindergarten Union is working upon this problem. It would also seem\nfeasible for some of the committee to launch a survey of all the kinder-\n\ngartens in the United States, investigating administrative practice, scope of\nthe supervisor, and dominant objectives in a year's work.\nThe analysis indicates that teacher control is in use at the beginning of\nthe year in the average kindergarten and that gradually the method is\nchanged. It is my conviction that such a plan is faulty, for I have had\nproof that there should be much freedom for initiative and organization\nby the children themselves, at the beginning of the school year, as well\nas careful training on the part of the teacher in matters of habit formation\nand self control. I believe that in the method of control in use in the\nhome and school is centered the whole matter of obedience and true self\n\ngovernment, which is a crucial problem before our country today.\nIt would seem that the proportion of social games used at the beginning\nof the kindergarten year is too high, although such a procedure may seem\nnecessary with large groups.\n\nIn conclusion, let me reiterate that I have faith in the kindergarten\nteacher to solve her educational problems if she is given an opportunity to\nthink.\n\n"}
{"page": 548, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n503\n\n\"A progressive society\" says Professor Dewey, \"counts individual variations as precious since it finds in them the means of its own growth. Hence\na democratic society must in consistency with its ideal, allow for intellectual\nfreedom and the play of diverse gifts and interests in educational measures.\"\nThat America is successful to some degree in true education is proven by\nthe following story as given to the press :\nEl Reno, Okla.\nSpecial Correspondence.\n\nA supervisor was giving an \"intelligence\" test to a group of sixth-grade students. One of the questions was : \"If you heard the fire alarm in the school,\nwhat would you do ?\"\n\nMost of the children wrote that they would file out in an orderly manner, just\nas they did in a fire drill. But one boy answered as follows :\n\"I would get in line and march downstairs with the others.\n\nBut instead of\n\ngoing outdoors, I would go into the room where the little lame girl sits, and I\nwould carry her out.\"\n\nAfter that, whenever we had a fire drill, he followed this procedure, even when\nhe knew the little girl was absent.\n\nWhen asked why he did this, he said he wanted\n\nnot to break the habit.\n\nChristian Science Monitor,\nMarch 28, 1925.\n\n"}
{"page": 549, "printed_page": null, "text": "Department of Music Education\nSECRETARY'S MINUTES\nHistorical Note-The Department of Music Education was created by the Board\n\nof Directors at the Madison, Wisconsin, meeting in 1884. See Proceedings of 1884,\npage 23. This department coöperates with the Music Supervisors' National Conference. This department meets once each year, in June.\nThe Department of Music Education of the National Education Association held\ntheir meetings as scheduled on Monday and Tuesday afternoons, June 29 and 30,\nin Caleb Mills Hall, at two o'clock.\nThe programs were given as follows :\n\nMonday Afternoon, June 29, 1925, 2:00 o'clock\nMUSIC\n\nArsenal Technical High School Choral Society-Elizabeth Kaltz, director\nWinner of First Prize in 1925 State Music Contest.\nGREETINGS\n\nErnest G. Hesser, director of music, Indianapolis, Indiana.\n\nTHE FUNCTION OF MUSIC IN AMERICAN EDUCATION, John W. Withers, dean of\nSchool of Education, New York University, New York City.\nAN INTERPRETATION OF SCHOOL MUSIC EDUCATION TO THE PUBLIC, Miss Lorle Krull,\n\nAssistant Supervisor of Music, Public Schools, Indianapolis, Indiana.\nFollowing the program there was held an informal reception.\n\nTuesday Afternoon, June 30, 1925, 2:00 o'clock\nMUSIC\n\nShortridge High School Orchestra-Claude E. Palmer, Director-Winner of\nFirst Prize in 1925 State Music Contest.\n\nHIGH SCHOOL MUSIC FROM AN ADMINISTRATIVE VIEWPOINT, Milo H. Stuart, Princi-\n\npal, Arsenal Technical High School, Indianapolis, Indiana.\nRURAL SCHOOL MUSIC AND COUNTY SUPERVISION, S. T. Burns, County Supervisor\nof Music, Medina County, Ohio.\n\nTHE ORCHESTRA, G. R. Humberger, Director of Music, Public Schools, Springfield,\nOhio.\n\nAn informal sing marked the close of the meeting.\n\nAN INTERPRETATION OF SCHOOL MUSIC TO THE\nPUBLIC\nLORLE KRULL, ASSISTANT SUPERVISOR OF MUSIC, PUBLIC SCHOOLS\nINDIANAPOLIS, INDIANA\n\nTo the taxpayer, cordial greetings ! And lest any of my colleagues\nshould feel that the greeting lacks in courtesy in not being addressed to\nthe immediate audience here present, I make haste to remind him, that\nsince he is a school-man and has amassed a fortune in the pursuit of his\nideals, he is of course a heavy taxpayer, and therefore included in the salutation.\n\nBut to return to the beginning.\n\nIt is fitting that we should address\n\nourselves to the taxpayer, for to him we owe an accounting of what is\ndone with the funds he provides; a financial statement which must include\n[504]\n\n"}
{"page": 550, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n505\n\nsomething more than \"all paid in and all paid out.\" The soundness of\nhis investment and the returns which shall accrue through a period of\nyears, these are the things which the man who pays the bills has a right\nto know.\n\nFor the public school music director the tax-paying public divides itself\ninto four overlapping and interlacing groups-parents, musicians, business men, citizens. Each class has its peculiar interest in the music work\nof the schools.\n\nEach makes its own demands .\n\nThe taxpayer as parent is interested in the schools primarily and almost\nexclusively because of their contribution to the education of his offspring.\n\nHe asks that his child may be made accomplished and happy. What does\nschool music offer toward this end? A little journey through the music\nworld of a modern school system may suffice to answer this question. I\nbelieve I am not exaggerating when I say that no less than fifty per cent\nof the first graders cannot sing a tune when they enter school. The first\nwork of the teacher, then, is to help these little people to find their singing\n\nvoices. This done, the next step is to give them a repertoire of beautiful,\nchildlike songs and a standard of tone-quality and interpretation. Hand\nin hand with this instruction goes the music appreciation lesson, through\nwhich the children become acquainted with and therefore learn to love\n\ngood music. As the child advances in his school life, sight reading is added\nto his music activities; he learns to orient himself on a page of music, and\nto read his tunes intelligently, as he does his stories. He is also given the\nopportunity of chorus singing, that most vital, inspirational, and unifying\nphase of music work. Further, he may join an instrumental class and learn\nthe rudiments of playing an orchestral instrument or the piano. He may\nalso become a member of the school orchestra, thereby gaining ensemble\npractice and as fine a sense of coöperation and team work as he will ever\n\nacquire on the college gridiron.\nWhen he enters high school, the scope of his opportunities broadens .\nIf he has not taken advantage of the instrumental instruction in the elementary schools, he may do so now, and with a greater choice of instruments. If he already plays acceptably, he may join the band or orchestra.\nIf he is interested in vocal music, he may become a member of the glee club\nor chorus. Instruction in harmony and advanced music appreciation are\nalso at his disposal.\nThrough all the ten or twelve years of his school life, his music education may go hand in hand with his academic and technical work; and\nwhether he is a performer or an appreciative listener only, he has gained\na social and civic asset, as valuable in his maturity as it was in his youth.\nAs for his happiness in his study (which is likewise the concern of the\nparent) there is no question, if the superintendent has been wise in his\nchoice of teachers; for music is in essence bouyant and inspiring. Let us\naddress ourselves now to the taxpayer who is a musician. Recently, quite\nrecently, the musician, who is not connected with the schools, has manifested a changed attitude toward school music. Several factors have\n\n"}
{"page": 551, "printed_page": null, "text": "506\n\nNATIONAL EDUCATION ASSOCIATION\n\noperated to bring about this change. With the post-war advance in salaries, musicians of better training have entered the public school music\nfield. This has meant higher standards of school music attainment. At\nthe same time the wave of publicity for education in general, has brought\n\nschool music to the attention of the musician.\n\nThrough State and\n\nNational music memory, band, orchestra and choral contests, he has become acquainted with the musicianly achievement of the schools and has\nextended his hand in hearty commendation.\nThere has been in the past, also a lack of understanding on the part\nof the musician, as to the aims of school music. I believe he forgot in his\nmusician's zeal, that the teaching of music in the schools of a democracy,\nmust always be democratic-suited to the present and future needs of the\nmass, not of the talented individual. Its purpose is not to train musi-\n\ncians not to create artists, any more than the teaching of reading and composition and literature is designed to produce authors and playwrights and\nactors. The purpose of all public school education is likewise the purpose\nof music education; namely, to provide useful, wholesome, happy means\n\nof growth for the child, in order that the adult may be a useful, wholesome, happy member of society.\nTrue, the schools do not produce men and women equipped by virtue\nof their school music study, to pursue the teaching or performance of\nmusic as a means of livelihood. They do more. They produce men and\nwomen equipped with a love for the highest of the arts ; with a standard of\nwhat is good in that art; with a desire for that art with a means of further\nculture and of wise employment of their leisure; with a social asset and\na legacy for their children, 'which thieves cannot break in and steal nor\nmoths corrupt.'\n\nPublic school music can never enter the field occupied so long and to\nsuch good purpose by the private teacher. Their work is related, yet\nnever conflicts. The schools influence the many; their work is extensive\nand by touching the lives of the masses, it raises the standard of living and\nthinking. The private teacher develops the individual. His work is intensive. He is concerned with those chosen by nature to bear the message of music to their fellow-men in the field of vocal, or instrumental\nperformance and composition.\nOur friend the business man, is quoted as saying: \"If you school men\nwould just get rid of some of the frills and get down to business and teach\nthe students how to earn a living, we'd have enough money to go around\nwithout raising the taxes.\" This, of course, in face of the fact that only\n1.48 per cent of the total national tax is turned into the tills of the public\nschools. This also in face of the fact that vocational education, desirable\nas it may seem, demands a greater per capita cost and a more frequent turnover of equipment, than any other phase of instruction.\nUnder \" frills\" this type of business man always includes music. We\nare thankful that his number is growing less. And since the business\nman of tomorrow is the student of today, who is being benefited by his\n\n"}
{"page": 552, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n507\n\nmusic opportunities in the public schools, opposition to the teaching of\nmusic from the business man will lessen from year to year. In an article\nby John G. Cook in the Music Bulletin of April 1925, is found this statement : \"There can be no doubt that the appreciation for music in America\n\nhas grown to such proportions, that it has become a National need.\" And\none among the factors and by no means the least potent, which have created\nthis need, is the teaching of music in the public schools.\nI should like to invite every \"frill\"-thinking man and woman to attend\njust once a children's symphony concert, such as are given in Cleveland,\nDetroit, Chicago, Kansas City, Indianapolis and many other places. Could\nhe witness the relish with which the ten thousand or more boys and girls\n\nlisten to what he would term a \"highbrow\" concert, he would realize that\nmusic is not only a National need, it is a basic emotional and spiritual\nnecessity for the development and growth of our children. He might\nlearn to say with Dr. Winship: \"Music is a thrill in education and not\na frill in education .\"\n\nOf all the groups civic-minded men and women evince perhaps the\ngreatest appreciation of school music. Business men's and women's clubs,\ncommercial and industrial associations, and the like, not only call on the\npublic schools to furnish music for their club meetings, their conventions,\ntheir expositions, but invite the members of the music department to appear before their organizations and explain the music program in the\nschools. The Indianapolis Chamber of Commerce printed last year in its\nmonthly magazine Activities, three articles about the work of the music\ndepartment in our city schools; through its fine arts committee, it has also\nfor the past two years conducted the State band, orchestra, and choral\ncontests and sponsored music week.\nA noteworthy example of civic interest in school music was afforded\nby the mayor of Gary, Indiana, who last year accompanied in person the\nGary High School bands to Indianapolis for the State contest. Music is\na civic asset ; and since the public schools are training citizens as well as\nhuman beings, homemakers, and business men, they must offer their students the culture of the fine arts, of which arts music has the most universal appeal.\n\nI should like to make mention at this point of another division of our\npublic, not included in the classification given at the beginning of this talk,\nbecause it pays no taxes. I mean the boys and girls themselves, the little\ncitizens of tomorrow. Music must be interpreted or taught to them in such\naway that they experience it not only as a joy and a skill, but as a very\nimportant part of their daily life. Further, as an immediate link between\nschool-life and community-life; between school-life and home-life; a bond\nof unity and understanding between themselves and their fellow-creatures.\nMusic courses in the schools should therefore include much classroom and\n\nchorus singing of beautiful and standard songs; repertoires of the best community songs to be memorized and carried home ; sight-reading and harmony; instrumental, orchestra, and band instruction; music appreciation,\n\n"}
{"page": 553, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n508\n\nincluding correlation with history, geography and English; and concertattendance, wherever possible. A high school class in one of our larger\ncities took for its appreciation work one year a study of the numbers\nwhich were played by the symphony orchestras appearing in their city that\nseason, and as a part of their classwork, attended the concerts in a body.\nJust a word now among ourselves as school men and women. In terms\nof our profession, what does school music mean in addition to the points\n\nwe have already considered. Is it not a clean emotional outlet, a means\nof self-expression and inspiration for the individual. Is it not a means of\nesthetic development, a balance to the purely intellectual and practical train-\n\ning? Is it not a means of developing team-play, coöperation, mutual\nrespect and helpfulness, so fundamental in a democracy ? Is it not a social\n\nagency, creating good will and community spirit for the school? Is it not\none of the best channels for bringing the schools to the public and into\nthe home ? Is it not, as a publicity feature, second to none, not even\nathletics ? Your answer is, of course, yes, to every question. No modern\nschool system would think of omitting music from its curriculum. Even\nthe colleges, who for many years retarded the cause of public school music\nby dictating the policy of the entire educational machine from the primary\ngrades up to suit their dogmatic entrance requirements, even the colleges\nare accepting music credits toward entrance and toward certain types of\ndegrees. The more advanced institutions are also granting the degree of\nbachelor of music or bachelor of science in music.\n\nEducators have awak-\n\nened to the trumpet call of music, and its soul is marching on.\nIn conclusion I would leave with you and with the larger public outside\nthe ranks of the teaching profession, the principle for which the Music\nSupervisors' National Conference has stood for many years. It is a little\nreversable sentence of four words, but nation-wide in its scope. It is\nrevolutionary. It is democratic. It reads : \"Music for every child. Every\nchild for music.\"\n\nHIGH SCHOOL MUSIC FROM AN ADMINISTRATIVE\nVIEWPOINT\nMILO H. STUART, PRINCIPAL, ARSENAL TECHNICAL HIGH SCHOOL\nINDIANAPOLIS, INDIANA\n\nYour talks thus far have been on music. Now you are going to hear\na talk about music because I make no profession of having any music anywhere about me except that of general interest in the subject. Fifteen years\n\nago as a high school principal in this city I used to look about me for\nsome member of the faculty who knew enough music to come to the platform and relieve the principal of the embarrassment of having to lead\n\"America\" and other songs all should know. No music teacher at that\ntime had joined the faculty. Now, after fifteen years of development,\nwe have in Indianapolis at least 2,000 students pursuing regular courses\n\n"}
{"page": 554, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n509\n\nin music all the time. Since this development is not peculiar to our city,\nit deserves some analysis and study. It would seem strange that a subject\nlike music should have been so handicapped prior to the last decade and\na half. But I dare say no subject in the public school curriculum has had\nso many obstacles to overcome as has music.\nThe academy was the forerunner of the present high school. Since it\ncame into existence for the purpose of preparing for the liberal arts college,\nwhich in turn prepared for the ministry, law, medicine, and the like, we\nwere pinning our faith to languages, mathematics, the ethical aspects of\nliterature, and later to English, history, and science. So the academy\npresented absolutely closed doors to music as well as to other subjects the\ncommunity had need for. Only a few years ago a State superintendent in\none of our Atlantic seaboard States called a conference of all the repre-\n\nsentatives of the colleges in that vicinity for the purpose of considering\nthe development of a plan of college entrance requirements whereby the\nlocal community might have four units of free electives-four units out of\nthe sixteen required. That was his proposition. One of the time-honored\ncolleges sent word that they were not sending a representative because\n\nthey were not interested in the proposal. While other higher institutions\nwere more friendly, they have only quite recently granted sufficient freeelective lee-way to give a place for music. At the same time a keen competition has developed for this place with agriculture, home economics, and\nother practical subjects.\nNow, on the other hand, the common schools of our country had a very\ndifferent origin but were equally adverse to music. In a democracy all\nfelt that everyone should be able to read, write, and cipher. The common\nschools should be in session just so long as it was necessary to accomplish\nthe three R's. Consequently, music had no place. In what we now call\nthe public schools of this country, twelve years in length, representing the\nevolution of the district school and the academy combined, music was\ncast out in the cold through economic need on the one hand and through\nreligious, ethical, and professional bias on the other. But the clouds are\nbeginning to clear away. We now see a place for this important subject.\nThe last fifteen years is proof of the proposition. It is the first time in the\nhistory of American education that music comes before an unbiased jury.\nThat being the case, we are now ready to consider what the rightful place\nof music is in a public school program.\nOne American city having 8000 pupils enroled in the high schools\nreports that 2500 of the boys and girls thus enroled are receiving private\ninstruction in music. To get the proper force of this fact, suppose Latin\nwere taken out of the high school and one third of the homes were hiring\nprivate Latin teachers to instruct the children in this important subject.\nHow large and how frequent would be the delegations calling on the\nschool board ? Suppose we compare again-here's a subject that occupies\na large part of the time on every religious program, on every social program,\n\nand now that women have the ballot, on many political programs. Sup\n\n"}
{"page": 555, "printed_page": null, "text": "510\n\nNATIONAL EDUCATION ASSOCIATION\n\npose there were some other subject of such importance that it would have\na place on every program of the community; every church meeting had a\n\nspeaker on the subject, every noon luncheon had a place for it, and every\nclub meeting discussed it. It would not be long until the public schools\nwould include it in the program of studies.\n\nLet us look again, this time to the business world. One of the commercial artists in Indiana-and Indiana claims to have many artiststold me the other day that when he had to do a downtown street scene\nwith all the mechanical detail of skyscrapers to sketch he turned on the\nphonograph and completed the job with musical regularity. Our stenographic teachers could not get along without some music these days to\ndo the same thing for them. One hundred years ago we had two hundred\noccupations. At the present time we have ten thousand. Now we are\nnot doing so many more things than we were at that time. We have such\ncomplicated machines now that each operator has only a few little things\nto do. In one of the manufacturing concerns of this city the work done\nby the machine is so automatic and complicated that they must have a girl\nwatch and throw it out of gear when something goes wrong . But the\ngirl would go to sleep; so they broke the operation at one place so that\nthe girl, at a certain time, had to move a bar only a few inches. In a few\nmoments she would raise another bar, the operation having no other pur-\n\npose than to keep her awake. Such tasks dull the intellect and soon\nbecome irksome. Music is now coming to occupy a great part in relieving\nthis stress in industry. Music for relaxation at the noon hour, music to\ntake up the slack in the evening, music to fill in and bring these people\nback to normal. We had a meeting the other day of our student placement\ncommittee and do you know those teachers said, \"We located this girl\nbecause she was a good singer; this boy because he could play in the factory\norchestra. \"\n\nThere were at least a half dozen cases where the firms took\n\nthe pupils primarily to fill the vacancy but also because they had music\nas an accomplishment. Yes, in the late war music was uppermost all the\ntime. I notice that one of the great warriors said, \"Four things are needed\n\nfor the army-food, clothing, military equipment, and music.\"\nSince the community prizes music so highly, let us as pedagogues look at\nit a little closer. There is a feeling that when a pedagogue has a subject\nturned over to him he well nigh distorts it out of shape. In applying the\nmicroscopic test let us for once make a true sketch of the specimen as it is.\nI saw a statement some place that \"Music rightly taught is the best mind\ntrainer on the list.\" Think that over. For accuracy and speed you will\n\nhave a hard time to beat it. Compare it with your drill in algebra, or your\ndrill in Latin forms. In such subjects error asserts itself to the extent that\nit almost vitiates the value of the drill!\n\nBut when it comes to music,\n\ndiscord is quickly noted, even though but one pupil in a large group is\nconcerned. We are becoming an intellectual people at the expense of the\nemotional. We think about the hard cold facts of life. One is figuring\non interest, another man on profits, still another on the banks he is planning\n\n"}
{"page": 556, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n511\n\nto rob. We must have something in our educational life that will bring\nus back to the emotional and the appreciative side of life. Music, as\nnothing else, can do this for us. Think about the physical. We have one\nof the five senses that almost ceases to function. Its great value in these\ndays of auto intoxication is to tell us when to jump. The ear is a delicate\norgan and yet we can scarcely hear the birds sing because we are not\ntrained to it. And when we come to study foreign language we do it with\nthe eye instead of the ear. If we are to bring back to the human race that\npriceless auditory organ, music will prove the great restorer.\nAwoman said to me the other day, \"After dinner in the evening when\nmy husband takes his cigar and seats himself for what he terms 'a good\nsmoke' , there seems to come over him such a feeling of satisfaction that\n\nI can not say a word against it, because it brings real relaxation to him. \"\nWouldn't itbe a great gain if music could come into the home after the\ndinner hour and bring the same relaxation without the addition of nicotine ?\nThe doctors tell us to get out and breathe fresh air. The development\nof the lungs from the standpoint of physical education is by no means to\nbe overlooked. This a musician must develop before he can sustain the\nproper tones on a wind instrument. A friend of mine is a good singer. He\nsings for the fun of it. But he knows the value of health to the voice.\nHe watches to see that he does not have a cold, that his digestion is all\nright, and that he drinks regularly from that fountain of youth called\nsleep. Love of music becomes the incentive for the formation of proper\nhealth habits.\n\nLast of all, there is the unselfish by-product. The public schools are\ntoo often thought of as a place where a father may train his son so that\nhe can beat the other boys out in the race of life. It is too often an individual race for advancement. Here we have a subject where the boys and\ngirls meet together for common advancement. Three weeks after school\nis out the high school orchestra come here, at considerable sacrifice on the\npart of many of them, to do, not individually but as a group, a piece of\nwork which to them seems worthwhile.\n\nHow much music means to a\n\ngreat student body to get them all to think, feel, and work together. If\nyou can get an atmosphere about the school of friendship, of loyalty, of\nunity, your work is done. The music teacher with her group of young\npeople can do much to solve that problem .\nNow in conclusion let me get a little closer to this subject. What should\nthe administrative people do with and for music? We have four teachers\nof music in our school, but I would be much better satisfied if we had\nten.\nSuch development may be looked for quite generally. Music has a\nbig place in the school and in society, and must be given a real chance.\nDon't anybody surmise that I would make musicians of all. We can't\nall sing or play. Somebody has to appreciate, somebody has to sit in the\n\naudience and enjoy what's being given. But I know of no way to train\nthe rooter except by teaching him the game. I dare say if you go over to\nthe ball park and observe on the bleachers those fellows who are always\n\n"}
{"page": 557, "printed_page": null, "text": "512\n\nNATIONAL EDUCATION ASSOCIATION\n\nthere you will find this one has a finger-joint bent one way, this one the\nother way, and so on. They all show they've played ball and know the\nsport. About the only way we can train our boys and girls to appreciate\nmusic is to enlist them in our high school music organizations where they\ntry their hands at the undertaking. Some will evolve as music possibilities,\nbut all will develop appreciative interests. We should encourage our boys\nand girls to participate in all music enterprises of the community. Here\nis a subject that will carry over into the home, the church, and society in\ngeneral . As administrative people we should recommend this subject because of the contribution it brings to the school. The public weighs the\nschool by the worthwhile evidences which come to their notice.\n\nHow\n\nmuch easier to reach the community with music than with academic subject-matter!\nYes, we should study our boys and girls and give them a chance to\ntry themselves. Some of them will in the end be professional musicians, a\nvocational objective worthwhile. We should coöperate with the music\nteachers of the community because they can help us and we can help them.\nThey are doing an important part of our common work. We are not\nwanting to take it away from them because \"the harvest is great and the\nlaborers are few. \" They are doing a part that we cannot do and we are\ndoing a part they cannot do. We should get together and work together.\nMany schools are now giving credit for outside music work. There is\ndifficulty in trying to evaluate such work, but there should be no reasonable limit to such credit except that inherent in the problems of the local\nsituation. Why not get together and establish agreeable and acceptable\nstandards to the interest of all? It is but a problem of coöperation between the local school authorities and the local private music teachers.\nMay I conclude by referring to that old Bible setting of Saul and David.\nYou remember that Saul would get restless, impatient, and almost insanely\njealous at times. They would send to the fields for the boy, David, who\nwould play before the king and drive the insanity from his mind. So we,\nin the public schools, have the boys and girls of every home and these are\nthe little Davids who come to us. Let us teach them to play the harp so\nthat when the father and mother are ground down by the hard struggles\nand jealousies of life they can play them back to sanity. Let us carry the\nwhole community through our music to a higher level of coöperative activity and a finer realm of spiritual education.\n\nRURAL SCHOOL MUSIC AND COUNTY SUPERVISION\nS. T. BURNS, COUNTY SUPERINTENDENT AND DIRECTOR OF MUSIC\nIN MEDINA COUNTY, MEDINA, OHIO\n\nOn hearing the title of my address, \" Rural School Music,\" I suppose\nmany of you had a reaction similar to that of my five year old daughter\nto a tale I was telling. The story was about a strange breed of serpent\n\n"}
{"page": 558, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n513\n\nwhich, in time of danger, would take its tail into its mouth and swallow\nitself completely, passing entirely out of view. In this condition it would\nremain until the danger was passed, after which it would regurgitate\nitself and go on as before. After a few pointed questions as to where the\nsnake's mouth and stomach went in this progress of self-engulfment, the\nchild asked doubtingly \"But there really isn't any snake like that is there,\nfather ?\" Many of you, if you expressed freely what is in your mind would\nprobably ask me, \"But there really isn't any such thing as rural school\nmusic is there ?\"\n\nThe answer of any individual to this question depends largely upon his\nown experience and observation. Those of you to whom the words rural\nschool mean the common one-room school, would probably answer an\nunqualified \"No !\" and with good reason for in the bulk of such schools\nthere is no music. Music supervisors for such schools are not common, the\nregular teachers have neither the ability nor the time to carry on a\ncourse of music, and the usual small number of pupils makes the production\nof good music difficult even with the best of instruction. The music, if\nit exists at all, usually consists of the rhythmic shouting of the words of\nsome of the old tunes in connection with the opening exercises, or the\nsimilar rendition of a few musical monstrosities as part of a Christmas play\nor a program on the last day.\nBut to some of you the words \"rural school,\" may conjure up an entirely\ndifferent picture. Instead of the little dilapidated red brick or wooden\n\none-room building, sitting dejectedly in an open field, surrounded by a\nslough of mud, you see a modern consolidated or centralized school house,\nlarge, spacious, and new, standing proudly in its well kept grounds by the\nside of a hard-surfaced road-a tangible expression of the inner idealistic\nspirit of the twentieth century. These schools are created by joining\ntogether several of the districts each of which formerly supported a oneroom school . The course of instruction extends from the first grade\nthrough the high school, and the pupils are transported to and from school\nin horse-drawn vans or motor busses.\n\nThe status of music in such a rural school depends largely on whether\nor not the school employs a special supervisor or teacher of music. Where\na supervisor is employed, the larger number of pupils makes possible fairly\nsatisfactory results in vocal music. But the comparative smallness of the\nunit and consequent shortage of funds, necessitates the hiring of a music\nteacher who is a sort of fifty-seven varities in ability-combining a knowledge of music with domestic science, or art, grade subjects, or some high\nschool courses. Under such an arrangement music usually has a very\nminor place in the teacher's schedule with the result that little is accomplished. Occasionally such a school is fortunate in having a superintendent\nwho considers music of educational value, and in securing a teacher of\nunusual ability. Under these conditions excellent work is done.\nIs there such a thing as rural school music? An observer of this\n\n"}
{"page": 559, "printed_page": null, "text": "514\n\nNATIONAL EDUCATION ASSOCIATION\n\ncentralized or consolidated type of rural school, would probably answer,\n\"Perhaps.\"\n\nYet the problems of rural school music are so great that the best of\nteachers and supervisors are frequently in a quandary as to what to do.\nLet me present a few of these problems, and some attempted solutions.\nTo those of you who are rural supervisors, this discussion may be of some\nvalue, suggesting a way out of some of your own difficulties; to those of\nyou who are city supervisors the discussion will perhaps be of passing\ninterest, presenting a phase of school music strange and unfamiliar\n\na sort\n\nof Chinese puzzle, the solution of which may satisfy a normal curiosity.\nConsider first the one-room school.\n\nThe situation which I shall describe\n\nis not exaggerated. I have taught in one-room schools which were a little\nbetter than this one; I have also taught in many that were vastly worse.\n\nWhat I here portray is average-typical of at least nine schools out of\nseventeen in three counties which are among the wealthiest in the State,\nand rank among the highest in their expenditures for school purposes.\n\nThis typical school has sixteen pupils, graded and classed musically as\nfollows :\nGrade I\n\n-Two pupils, one a monotone.\nGrade II -One pupil, a monotone.\nGrade III -No pupils .\n\nGrade IV -Five pupils of whom two are monotones, or at least have very uncertain and inaccurate co-ordination between the sound receiving\n\nand sound producing apparatus of their anatomies.\nGrade V -Three pupils, all singers.\nGrade VI -Three pupils, one boy's voice is changing so that he cannot match\ntones easily.\nGrade VII -No pupils .\nGrade VIII-Two pupils. One of them, a boy, has a changed voice, but can sing\n\nfairly well in a limited range-about c to c'.\n\nTo summarize :\n\nOf sixteen pupils, four cannot sing at all; two have changing\nvoices and need special attention ; ten are singers ranging in age\nfrom six to fourteen years. One period of forty-five minutes\nweekly is given to the school by a trained supervisor ; ten minutes\ndaily is allowed on the schedule for drill by the grade teacher\nwho cannot sing, and knows no theory of music.\n\nWhat should be done in such a situation ? Or, perhaps I should say,\n\"What can be done ?\" Of what should the course consist ? All songs\nand no theory ? If so, what songs ? For with so small a number, and such\nlimited time for music, it will be almost necessary to have all the pupils\nsing together. And having decided on songs suitable for the entire group,\nhow shall they be taught, considering that the teacher cannot sing and\ncan do very little alone ?\n\nA supervisor in such a situation is probably in the same mental state as\na spinster of forty-five who by some rare good fortune had received two\noffers of marriage: one from a well-to-do man twenty-five years her senior ;\nthe other from an infatuated youth twenty-seven years her junior. If\nshe married the older, folks would say she married him for his money; if\n\n"}
{"page": 560, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n515\n\nthe younger, that she was taking a child to raise. As she couldn't decide\nwhich she wound up by taking neither and remained a spinster. Similarly,\na supervisor confronted by these one-room school music problems does not\nknow whether to do this, or to do that or to ditch the whole business\nand secure an easy job as a hod carrier.\nThe solutions which I suggest to these problems are not to be considered as ideal or final. I present them as methods which I have tried\nmyself with partial success. These attempts may serve as points of departure for your own thought which, traveling in a different direction,\nwill arrive at much better solutions.\n\nWith regard to the course, the correct singing of good songs should be .\nconsidered most important. The development of a love for good music and\na desire to particiapte in its rendition is the fundamental objective of all\nschool-music instruction; and to develop this, in the rural school as well\nas in the city, much stress should be laid on song-singing.\nBut the songs ? Yes, that is the question. What songs for so diverse a\ngroup? I have had my best success with the old standard and folk songs\nsuch as are found in Birchard's two Twice -55 Song Books, in Hall and\nMcCreary's Golden and Gray Books, and in The Song Hour, an excellent\nlittle volume published by Theodore Presser. These books (and there are\ndoubtlessly many others) furnish a wealth of good songs, suitable for\nunison singing and more songs in two parts than the school in question will\never learn. In addition to these standard songs, the list should also include\n\nsome special songs for the little children in the primary grades. The\nlearning of a few such songs is a privilege which every child has a right\nto enjoy, including the child of the one-room, rural school. In some of\nthe larger one-room schools, I have had special classes for the learning\nof these songs; but usually, the whole room learns and sings them with\ngenuine pleasure.\n\nThe next problem is, How shall we teach our songs in a school where\n\nthe teacher cannot sing ? I recall one such school where during my weekly\nvisit I presented Old Black Joe as the new song. The children could sing\nit fairly well by the end of the period and I instructed the teacher to give\nthem further drill on it during my absence. On my return, I found evidence that my instructions had been faithfully observed-every child knew\n\nall the words from memory. They also knew the music of all the phrases\n-but the words were not connected to the musical phrases where they\nbelonged-and the phrases were not in their proper sequence. Itwas\nalmost impossible to correct the error after the week's diligent practice the\nwrong way, so after a few attempts, Old Black Joe had to be put up on\nthe top shelf and left there.\n\nThereafter, my procedure was different. Three or four songs were\npresented at one time and drill was given during the music supervisor's\nperiod only for several weeks. After four to six weeks, the children knew\n\nthose songs correctly and well. When they were so thoroughly learned\nthat they could be not sung incorrectly I released them for use under the\n\n"}
{"page": 561, "printed_page": null, "text": "516\n\nNATIONAL EDUCATION ASSOCIATION\n\nteacher's direction. This procedure was of course slow; the children in\nthat room completed only about half the number of songs learned by other\nschools with musical teachers. But half a loaf is better than none, and the\nimportant thing to notice here is that the few songs attempted were correctly learned.\n\nThis incident represents an extreme case-perhaps one of the worst.\nIn another similar school, an eighth grade girl who had had some piano\nlessons was able to play the melody of the songs on the reed organ, and\nshe conducted the music during my absence with a fair degree of success.\nRecently the phonograph companies have been issuing records for use in\njust such schools as I have been describing. These records reproduce the\nwords and music at proper pitch of a great many songs suitable for oneroom schools, and are an invaluable aid to the music supervisor in schools\nwhere the teacher lacks musical ability. They are of value even where\nthe teacher knows some music, for they make available at all times a rendition of the songs studied, correct as to rhythm, and phrasing.\nBut if the supervisor encounters rough going in the teaching of songs\nin one-room schools, in the teaching of musical theory and sight singing he\nwill probably think he is not going at all, and usually he isn't. For even\nwith competent teachers, the crowded schedule of the one-room school\ndoes not allow sufficient time for the teaching of theory. After the first\nyear, at least two classes would be necessary; after the second year, three.\nWhether or not enough time could be found for the carrying on of two or\nthree music periods, I don't know. I have never been able to secure so\nmuch time. The most practicable solution is perhaps to make the upper\nfour or five grades the basis of instruction-presenting the symbols of\nmusic writing, the use of the syllables, and the reading at sight of as\nmany melodies as possible. Such a course will give the pupils at least a\nspeaking acquaintance with the elements of musical theory, will enable\nthem to receive some help from the printed page in their singing, and\nwill give a foundation from which the more musical and more interested\npupils can later develop real sight-singing ability.\nThe centralized or consolidated schools are organized on what is known\nas the six-six plan, that is, the first six grades form the elementary school,\nwhile the last six grades from the seventh to the twelfth grades make up\nthe high school. The division of the elementary school into grades of fair\nsize, makes possible very satisfactory vocal work.\nThe biggest problem in the consolidated school is what to do with the\nhigh school chorus. As I said the seventh, eighth and ninth grades are\nincluded with the tenth, eleventh and twelfth in the high school organization and are administered as a part of it. Because of the crowded sched-\n\nule it is usually necessary to join these grades together for chorus work.\nA typical situation is this :\nNumber of pupils grade seven to twelve, inclusive, is eighty-five, voice classification as follows :\n\n"}
{"page": 562, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n517\n\nBoys: Altos fifteen, sopranos eleven, changed voices twelve-nine of these are\nin the bass register, but quite immature, what Hollis Dann calls a boy-bass ; three\nare what might be called boy-tenors, i. e., a tenor range, but very light in quality.\nThe girls classify: Sopranos twenty-seven, altos five.\nOf the entire number of boys and girls, fifteen are non- singers.\nA summary gives : Sopranos thirty-eight, altos twenty, boy bass nine, boy tenor\nthree, non-singers fifteen.\n\nWhat disposition can be made of such a chorus ? The ordinary fourpart material is not usable because of the almost entire lack of tenors.\n\nSome of the altos might sing the tenor, but they are all needed for their\nown part. Good two-part singing is possible and much of it is done. This\nleaves out the changed voices, however, and since the entire chorus rehearses together it is necessary to provide all of them with something to do\nmost of the time.\n\nIn such high schools I use a great many unison songs ; songs from such\nbooks as the Brown and Green Twice\n\n55, and the Golden and Gray\n\nBooks previously mentioned ; also The Lake High School Songs, The\nLaurel Song Book, The School Song Book, NeCollins Glee and Chorus\nBook, Dann's Junior Songs and perhaps some others. All of these contain\nmany part-songs which may be used, but most of their songs can be sung in\nunison as well.\n\nIn addition to unison material, we use as many songs of the countrapuntal\ntype as can be found. Such songs as the two short ones in the Green Twice\n55-Lady Moon and The Village Dance-where two melodies move along\ntogether agreeably.\n\nAs additional part-music we use many SAB choruses. The alto and\nsoprano parts of this material are usually within easy range of the voices.\nThe bass or baritone part likewise is limited in its compass and nearly\nall of the changed voices can sing it without strain. There is an increasing\namount of this material being published, and it offers, I believe, the best\nsolution of the problem of part singing in these rural high schools.\nAll of these suggestions with regard to rural school music have assumed\nthe presence of a trained supervisor to direct the work and do at least\npart of the teaching. But this very matter of securing supervisors constitutes a problem in itself and a very important and serious one at that.\nFor no great advance can be made in rural school music until trained\n\nschool music supervisors are put into the schools to do the work.\nIt is obviously impossible for each one-room school to have a music\nsupervisor. It is also unlikely that all consolidated schools can afford\ntheir own supervisors. In most of them there are not enough pupils to\nkeep a full time music teacher busy. And the problem of finance is another\n\nobstacle to each consolidated school having its own music teacher. It is\nalmost necessary as before stated to combine the music instruction with\n\nthat of other subjects. Such an arrangement while better than nothing,\nis not ideal, however, for the teacher's main interest is apt to be in the\nother subjects which carry credit and which are more easily checked-up\n\n"}
{"page": 563, "printed_page": null, "text": "518\n\nNATIONAL EDUCATION ASSOCIATION\n\nby the superintendent. I know whereof I speak, for I at one time accepted\n\nsuch a position-and I remember how many, many times the music class\nwas passed-by for classes in other subjects where any shortcomings would\nbe readily noticed.\n\nMoreover, a supervisor in a rural school system must possess qualities\n\nand abilities which are rare enough to put his salary beyond the financial\nresources of any single consolidated school. Such a supervisor must of\ncourse be able to do the usual vocal teaching throughout the grades and\nhigh school; he must also have the ability to direct orchestras and bands.\nIn addition he should be able to teach one or two orchestral instruments\n\nwell, and be able to give elementary instruction in all of the common\nones.\n\nFor instrumental teachers in rural communities are about as numer-\n\nous as the proverbial hens' teeth, and if a rural supervisor wishes to have an\norchestra or band, he will have to develop the players himself. The common city procedures of relying on pupils of private teachers or of having\nprivate teachers conduct school classes will not work in most consolidated\nschools. For there are no private teachers. You will of course admit that\nthe rural child has the same right to enjoy the privilege of instrumental\ninstruction as the city child. Yet a glance at the salaries paid in consolidated\nschools, will convince you that it is next to impossible for the individual\nunits to supply such ability.\nWhat then can be done ? The solution is to combine the several units\n\ninto a circuit. This may be done in one of two ways. The simplest is to\nemploy one supervisor in five townships, in each one of which he spends one\nday per week, visiting the one-room schools, if there are any, and giving as\nmuch time to each as the length of the teaching day will permit; or spending the entire day at the township consolidated school. You can readily\nsee that $500 to $600 from each township under such an arrangement will\nmake a net salary of from $2500 to $3000-figures at which fairly welltrained teachers are available, even with the necessary auto or livery\nexpense which most rural teaching requires. Schools organized on this\nbasis are to be found in Marion and Portage Counties, Ohio.\nThe other way of combining rural schools is to join nine or ten or even\nmore schools together and to employ two or more supervisors to do the\n\nwork. This is the plan followed in Medina County, Ohio, and I believe\nalso in one county of Indiana. In these counties, each consolidated school\nis visited by two supervisors. One supervisor does all the instrumental\nwork and another all the vocal ; or each may do part of the vocal work\nand part of the instrumental. With this arrangement one teacher supervises the grade vocal music and teaches the violin classes in ten schools,\nvisiting each one half day per week; another directs the high school\nchoruses and orchestras and teaches the wind instrument classes in the\nsame schools .\n\nThe number of teachers who can do all of these things is not large.\nBut there are many who combine the ability to supervise vocal music with\nproficiency on one or two instruments; and by proper combination of\n\n"}
{"page": 564, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n519\n\nabilities in the teachers employed, as suggested above, the rural school\ndemand for both instrumental and vocal instruction is fairly well met.\nThe cost, too, under this second arrangement is no more than under the\nfirst where one teacher does all the work in each of five schools. Every\nschool receives and pays for only one day of instruction as before, but it\nreceives this instruction from two teachers each giving one-half day weekly.\nThe successful working of such a plan demands close coöperation between\nthe supervisors, and necessitates that one of them be recognized as the\nauthoritative director. If each teacher works independently there is danger\nof a lack of system and unity with all of the consequent inefficiency and\nwaste of time.\n\nIf you will extend this idea of combining ten schools under two supervisors and include all the schools of a large unit such as the county employing a county director of music and a corps of teachers, you will have a\nconcept of what I believe to be the ideal organization for the carrying on\nof rural school music.\n\nIt is in fact not much different in its operation\n\nfrom a city organization.\n\nThe greatest difference is that instead of the\n\nmusic director's having to deal with o ne school board, he has to deal with\nseveral, often as many as eighteen or twenty.\n\nThe advantages of the county organization are numerous. The presence of several teachers in a number of schools of the same type, makes\navailable a large amount of experience in the solution of problems as they\narise. Such an organization makes possible too the assembling of large\nnumbers of children for impressive musical demonstration. One such\ndemonstration in Medina County featured a union orchestra of 130 players; another a like number of first year violin pupils. These demonstrations are of great inspirational value to the children who participate, and\na source of great satisfaction to their parents who see in them very tangible\nresults for the money spent in music instruction.\nA county music organization likewise does much to develop a spirit of\nunity in the county. One of the greatest hindrances to the advance of\neducation in rural schools has been and still is, though in a lesser degree,\nthe extreme individualism and local pride of the various units. Although\nthis local feeling is valuable in promoting competition, it becomes a serious\nobstacle at times when two or three factions refuse to agree on some\nproject for the common good, out of fear that one will secure some advantage. I know of one township in Ohio which is supporting three schools\nof mediocre standard, rather than one good township school. Whenever\nconsolidation is suggested, each one of the three communities insists that\nthe new school house be located within its boundaries.\n\nNo faction will\n\ncompromise so they go on year after year with inadequate and out-of-date\nfacilities, and the children suffer because of the wooden pates of their elders.\n\nA county music organization does much to disintegrate this stupid localism. The parents see their children enjoying excellent advantages in\nmusical instruction. They knew too that they are able to have instruction,\nonly because some of the neighboring townships also have it. The com\n\n"}
{"page": 565, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n520\n\nmunities realize their interdependence and see more clearly the advantages\nof coöperation.\n\nTo return to the question asked at the beginning of my paper, \" Is there\nsuch a thing as rural school music ?\" my answer is \"Yes, in a few placesvery good rural school music.\" But only in a few places. The field is\nalmost untouched. The old time, itinerant teacher with his singing school\nis gone, and his place has not been filled. Modern circuit riders, traveling\nby auto, horseback, or on foot must take his place and carry a gospel of\nbeauty through music to rural communities near and remote.\n\nThe work is not easy. It means long hours of teaching, much public\nwork, thousands of miles of travel over all kinds of roads in all kinds of\nweather.\n\nBut it carries rewards commensurate with the difficulties.\n\nFrom a\n\npecuniary standpoint, I have found the rural communities very willing\nto make large expenditures for music when they are given genuinely good\ninstruction which functions both in the school and community. From the\nstandpoint of experience no supervisor could ask for better. The varied\ndemands made upon the rural music supervisor both by the schools and\ncommunities, gives him wonderful opportunities for the exercise of all his\n\npowers, uninhibited by critical observation. As great or greater than these\nrewards of money and experience is the reward of appreciation. Nowhere\nis a music supervisor more highly regarded than in rural communities.\nChildren and parents alike love him for he is frequently the only person\nwho brings any conscious beauty into their lives.\nAnd above all rewards, either of money, experience, or appreciation, is\nthat of a sense of confidence in the lasting value of the work being done.\nThe rural supervisor of music realizes that by bringing beauty and a love\nof the beautiful to hundreds of children, he is enriching their lives, making\ndiscontent with country life less acute and developing better citizenship.\n\nTHE ORCHESTRA IN THE PUBLIC SCHOOLS\nABSTRACT\nGAYLORD R.\n\nHUMBERGER, DIRECTOR OF\n\nMUSIC , PUBLIC SCHOOLS\n\nSPRINGFIELD, OHIO\n\nThe orchestra in the public schools, is one of the newer educational\nprojects. The orchestra conforms to the educational policies of the public\nschools when it is directly the outgrowth of the instrumental classes, conducted wholly within the school curriculum and under direct control of\nthe board of education. Great strides have been made along these lines in\n\na great number of cities. No one thing has met with such remarkable development as has the instrumental work in the public schools .\nWhen the orchestra and instrumental work in the public schools is\nconducted along the same lines as the other educational subjects, then there\n\n"}
{"page": 566, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n521\n\nwill be a relative attainment and the educator will realize the real value\n\nof that phase of the music program in the schools.\nNow then there is this other way of handling the orchestra and instrumental project in the school, either grades or high school. Understand,\nI do not in any way wish to humiliate or criticise the school that does not\nput over an orchestral program as stated above, but the living from hand\nto mouth idea or \"take 'em as they come\" is not a public school idea or\nsatisfactory, to say the least.\nStatistics show that the schools with well organized instrumental programs produce orchestras which meet the approval of educators, and boards\nof education are convinced that having an orchestra is necessary in a\ncomplete school system, and should be given an adequate amount of time on\nthe school curriculum.\n\nWe do not presume that every child who takes up this work will follow\nit as a vocation, but we do contend that the intellectual, spiritual, and\nphysical will be greatly benefited.\nCan the educator afford to brush aside or trifle with a subject so important as the orchestra ? I do not believe they can or will .\n\n"}
{"page": 567, "printed_page": null, "text": "Department of Rural Education\nSECRETARY'S MINUTES\n\nCINCINNATI, 1924\n\nOFFICERS\n\nPresident-MACY CAMPBELL, State Teachers College.....\n\n.... Cedar Falls, Iowa\n\n...... Ha tford, Connecticut\nVice-President-N. SEARLE LIGHT, Department of Education .\nColumbia University, New York\nSecretary-MABEL CARNEY, Teachers College...\n...... Detroit, Michigan\nTreasurer- MARY E. HOWE , Detroit Teachers College ....\n\nHistorical note-In 1907 the creation of a Department of Rural and Agricultural\n\nEducation was authorized by the Board of Directors. See Proceedings of 1907,\npages 44-45. At the Chicago meeting in 1919, the department was reorganized\nwith the three organized rural groups then existing-the National Association of\nState Supervisors and Inspectors of Rural Schools, the County Superintendent's\nsection of the National Education Association, and the National Association of\nPersons Engaged in the Preparation of Rural Teachers under the name of the\nDepartment of Rural Education. See Proceedings of 1920, page 279 .\nThe department meets twice each year, in February and in June.\n\nThis department sponsors the publication of the Journal of Rural Education,\nfirst issue, September, 1921, published monthly except July and August; Fannie W.\nDunn Editor-in-chief Teachers College, Columbia University, New York City.\nSee this Journal for additional material covering department meetings and\nactivities .\n\nMONDAY AFTERNOON, FEBRUARY 23, 1925\n\nThe Economic Background of Rural Education\nINEQUALITIES IN TAXATION, REVENUES AND EDUCATIONAL OPPORTUNITIES, REMEDIAL\nLEGISLATION-F. H. Swift, Teachers College, Columbia University, New York\nCity.\n\nCOOPERATIVE MARKETING AND THE SUPPORT OF RURAL EDUCATION-Aaron Sapiro,\nAttorney for Farmers Co-operative Associations, Chicago, Illinois .\nOPEN DICCUSSION OF THE ABOVE TOPICS FROM THE FLOOR.\n\nPRELIMINARY BUSINESS MEETING, APPOINTMENT OF COMMITTFES, ETC.\nTUESDAY AFTERNOON , FEBRUARY 24\nSome Outstanding Achievements of Consolidated Schools\nTHE MAKING OF A CITIZEN AT THE WHITMELL FARM LIFE SCHOOL- Mrs . F. C.\n\nBeverley, Principal, Consolidated School, Whitmell, Va .\nGIVING THE RURAL COMMUNITY A GOOD SCHOOL AT TIPTON-W . H. Ray, Principal,\n\nTipton Consolidated School, Tipton, Iowa.\nWHAT THE SPARTANBURG CONSOLIDATED SCHOOL IS DOING TO EDUCATE A RURAL\n\nCOMMUNITY-Will W. Moore, Principal, Spartanburg Consolidated School,\nLynn, Ind.\nHIGH POINTS IN THE SERVICE RENDERED BY THE JORDAN CONSOLIDATED SCHOOLSD. C. Jensen, Superintendent of Schools , Sandy, Utah.\nTHE CONSOLIDATED SCHOOL AND THE COMMUNITY-Lee L. Driver, State Department\nof Public Instruction, Harrisburg, Pennsylvania.\n[522]\n\n"}
{"page": 568, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n523\n\nWEDNESDAY AFTERNOON, FEBRUARY 25\n\nDeveloping the Consolidated School\nREPORT OF COMMITTEE ON RURAL SCHOOL ATTENDANCE-Adelaide M. Ayer, New\nYork City.\nPROBABLE GEOGRAPHIC DISTRIBUTION OF CONSOLIDATED AND ONE- TEACHER RURAL\n\nSCHOOLS-Mrs. Katherine Cook, Specialist in Rural Education, U. S. Bureau of\nEducation, Washington, D. C.\nTHE COUNTY UNIT AND THE CONSOLIDATED SCHOOL-E. S. Richardson, Superintendent of Webster Parish Schools, Minden, Louisiana.\n\nCONSOLIDATED SCHOOL STANDARDS-George A. Selke, University of Minnesota,\nMinneapolis, Minnesota.\nTHE PREPARATION OF THE PRINCIPAL FOR THE CONSOLIDATED SCHOOL-H. A. Tape,\nDirector of Rural Consolidated Training School, Michigan State Normal\n\nCollege, Ypsilanti, Michigan.\nTHURSDAY MORNING, FEBRUARY 26\n\nSection I.\n-County Superintendents\nChairman, E. S. Richardson, Superintendent of Webster Parish Schools, Minden,\nLouisiana.\n\nTHE STATE'S FINANCIAL RESPONSIBILITY TO THE PUBLIC SCHOOL-T. H. Harris, State\nSuperintendent of Education, Baton Rouge, Louisiana.\nTHE COUNTY UNIT AND COUNTY BUDGETING-A. G. Yawberg, Superintendent of\nCuyahoga County Schools, Cleveland, Ohio.\nCREATING PUBLIC SENTIMENT FOR EDUCATIONAL PROGRESS-Homer W. Nichols,\nSuperintendent of Caldwell County Schools, Princeton, Kentucky.\nCHILD LABOR AND RURAL SCHOOL ATTENDANCE-Walter F. Boyes, Superintendent\nof Knox County Schools, Galesburg, Illinois .\n\nNEGRO EDUCATION-P. F. Williams, Superintendent of Coahoma County Schools ,\nFriars Point, Mississippi.\nBUSINESS MEETING\n\nSection II.\n-State Rural School Inspectors\nChairman, George A. Selke, Specialist in Rural Education, University of Minnesota, Minneapolis, Minnesota.\nThe Training of Rural School Teachers\nTHE TRAINING OF RURAL TEACHERS IN HIGH SCHOOL DEPARTMENTS-H. E. Flynn,\nInspector of Teacher-training Departments for Minnesota, St. Paul, Minnesota .\nTHE TRAINING OF RURAL TEACHERS IN NORMAL SCHOOLS AND TEACHERS COLLEGES-\n\nMabel Carney, Teachers College, Columbia University, New York City.\nA STATE PROGRAM FOR THE TRAINING OF RURAL TEACHERS-J . E. Hillman, State\nDepartment of Public Instruction, Raleigh, North Carolina.\nBUSINESS\n\nMEETING AND COMMITTEE WORK\n\nThe first business transacted by the Department this year related to the Journal\nof Rural Education and looked toward the general improvement and extension\nof the magazine. The Executive Committee, meeting on Tuesday morning, was\nin session for over two hours deliberating on the research work of the Department\n\nand considering ways and means of raising money for this important purpose.\nTwo studies, one on comparative results of instruction in consolidated and oneteacher school under the chairmanship of Mr. Foote, and another on rural school\n\nattendance under the chairmanship of Miss Adelaide Ayer, have already been completed; and a third on principles and background of rural education under the\n\n"}
{"page": 569, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n524\n\ndirection of Dr. O. G. Brim is now in progress. In addition to these, Dr. Norman\nFrost, chairman of the Departmental Committee on Constructive Studies, recommended the inauguration of three additional studies as soon as resources and\n\nworkers could be found-namely, on the local school unit in rural education; on\nrural school finance ; and on observation and practice teaching in normal schools\nand teachers colleges .\n\nAt the general business meeting of the Department on Thursday morning the\nreports of the secretary and treasurer were first received, followed by the report\non the Journal of Rural Education from Dr. Ernest Burnham, chairman of the\nboard of directors. Resolutions were then presented and accepted and officers for\n1925-26 were elected as follows :\n\nPresident: A. F. Harman, superintendent of schools, Montgomery County,\nMontgomery, Alabama.\n\nVice-President: Florence M. Hale, State agent for rural education, Augusta,\nMaine.\n\nSecretary: Mabel Carney, Teachers College, Columbia University, New York.\nTreasurer: Mary E. Howe, Detroit Teachers College, Detroit, Michigan.\nEXECUTIVE COMMITTEE\n\nTo Serve One Year\n\nJohn M. Foote, department of education, Baton Rouge, Louisiana .\nChloe Baldridge, Normal School, Peru, Nebraska.\nCora Pearson, county supervisor of elementary schools, Montgomery, Alabama.\nRichard J. Libby, department of education, Augusta, Maine.\nJ. S. Hoffman, county superintendent, Hunterdon County, Flemington, New\nJersey.\nTo Serve Two Years\n\nM. S. Pittman, Normal College, Ypsilanti, Michigan.\nMay Trumper, State superintendent of education, Helena, Montana.\nJulian E. Butterworth, Cornell University, Ithaca, New York.\nNorman Frost, Peabody College, Nashville, Tennessee.\nC. G. Sargent, College of Agriculture, Fort Collins, Colorado.\nTo Serve Three Years\n\nMacy Campbell, State Teachers College, Cedar Falls, Iowa.\nMrs. A. F. Beverley, Farm Life School, Whitmell, Virginia .\n\nN. Searle Light, State director of rural education, Hartford, Connecticut.\nSue Powers, superintendent of schools, Shelby County, Memphis, Tennessee.\nD. C. Jensen, Jordan Consolidated School, Sandy, Utah.\nREPORT OF THE COMMITTEE ON RESOLUTIONS\n\nMr. Chairman and Members of the Department:\nYour Committee on Resolutions offers the following report :\n\n(1) That the Department of Rural Education express renewed faith and belief\nin service to rural education in the United States and takes this opportunity to\nvoice its commendation of the splendid efforts of the large and constantly growing\ngroup of professionally trained educationists in this field through which rural\neducation is being placed on the same professional plane which urban education\nhas attained.\n\n(2) We especially express appreciation of progress made in scientific research\nand experimentation in the fields of rural education, particularly rural supervision,\nrural teacher training, improvement of one-teacher schools, rural secondary education, and professional administration of rural schools.\n(3) We are committed to the principle of the equalization of educational opportunity for all children regardless of their living place and to an equitable\n\n"}
{"page": 570, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n525\n\ndistribution of tax burdens for all citizens. We pledge our earnest support to\npromote in all ways at our command scientific plans of raising and distributing\n\nschool moneys, and we publicly appeal to legislative and budgetary authorities and\nto those who have opportunity to influence and inform public opinion to resort to all\n\njust measures to promote such plans. We believe that the State as such should\nassume responsibility for a type of administrative organization which insures to\nall school systems within its borders adequate support on an equitable basis and\nprofessional management.\n(4) One of the most important movements in education is that concerned with\na new organization of materials of instruction to more nearly meet the needs of\nrural schools of the different types. We desire to commend those States, counties,\nand school systems which are providing for scientific reorganization of their\ncourses of study to meet such needs.\n\n(5) We endorse the principles involved in the coöperative farm marketing program. We recommend the study of this subject as a means of promoting a better\nunderstanding and appreciation of farm merchandising problems on the part of\nboth producer and consumer.\n\n(6) We fully realize the serious problems of the rural school. Experience has\ndemonstrated the efficiency of the consolidated school as a solution to these problems. We further appreciate the fact that there are many one-teacher schools\nwhich it is not feasible to consolidate ; therefore, we again endorse and advise\nthe consolidation of rural schools wherever feasible and insist that those schools\n\nwhich can not be consolidated be given equal study and consideration.\n(7) We rejoice at the progress made by a number of States in movements which\nwill ultimately result in raising the qualifications of the rural teaching force and\nexpress the hope that all States will pursue similar programs. We believe there\nare three phases of this question which are of utmost importance : ( a ) Increased\nfacilities for training rural teachers in standard teacher-preparing institutions ;\n\n(b) salaries commensurate with the importance of the work ; and ( c) certification\nlaws and regulations which require, as a minimum, qualifications equivalent to\ngraduation from a standard normal school.\nWe believe that the standard for rural teachers should be as high as that for\n\nurban teachers and that the examination method of certification should gradually\nbe replaced by credentials from standard teacher-preparing institutions. We call\nupon friends and leaders of rural education, especially State officers and teacherpreparing institutions, to assist in the realization of these ideals. In particular,\nwe request that the State higher institutions of learning assume more responsibility\nin this respect in the future than they have in the past.\n(8) Since the efficiency of a school system depends largely upon competent\nadministration and supervision, we favor setting up legal certification provisions\n\nmaking the minimum requirement in scholarship for superintendents and supervisors the baccalaureate degree or its equivalent with a major in education and\n\nschool administration including rural sociology, and supplemented by such practical\nexperience as will show superior teaching ability and forward-looking leadership.\n(9) We express our appreciation of those educational organizations and institutions which are now promoting in theory and in practice a higher degree of special-\n\nization and professionalization in the field of rural education. We depreciate\nthe idea that such specialization is any less necessary in this than in other fields\n\nof education. We wish particularly to emphasize the necessity of specialization\nin such lines as administration, supervision, consolidation, secondary education,\nrural teacher training, the rural school curriculum, and the like. We urge upon\nall organizations and institutions entering the field of rural education for research,\nfor professional preparation of teachers, supervisors and administrative officers,\n\nor for other types of service, recognition of these and other special lines as offering\nproblems worthy of the highest possible degree of application, study, and research.KATHERINE M. Cook, Chairman.\nThe report was adopted unanimously.\n\n"}
{"page": 571, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n526\n\nA STUDY OF RURAL SCHOOL ATTENDANCE\nADELAIDE M. AYER, NEW YORK CITY\n\nYour committee appointed to study and report on Rural School attendance, begs to submit herewith a report of its labors. We request that the\nreport be received and the committee discharged.\nRespectfully Submitted,\nADELAIDE M. AYER, chairman, New York City.\n\nN. R. BAKER, superintendent, Jefferson County\n\nSchools, Birmingham, Ala.\nKATHARINE M. Cook, chief of rural division,\nBureau of Education, Washington, D. С.\nC. E. GIBBONS, National Child Labor Committee, New York City.\nO. H. GREIST, superintendent, Randolph County\nSchools, Winchester, Ind.\nC. J. STRAHAN, assistant state superintendent of\neducation, Trenton, N. J.\n\nAt the February, 1922, meeting of the Department of Rural Education,\na committee was appointed to study rural school attendance. Unrestricted\nas to scope, the committee decided to confine the study to three phasesnamely:\n1. What the attendance in rural schools of the United States actually is ; how\nattendance differs in one-teacher, two-teacher, and consolidated schools; and a\ncomparison of attendance in long and short term schools.\n2. The effect of attendance on school work and the amount of loss in actual\n\nschool achievement, if any, a given amount of absence causes.\n3. The effect of rural child labor on school attendance .\n\nThe committee has spent over two years collecting and compiling data.\nAs no funds were provided for this study, the committee was obliged to\ndepend upon the generous coöperation of state departments, county superintendents, and other rural school leaders who were in a position to make\ndata available.\n\nIn order that there be uniformity in collecting data, a rural school was\narbitrarily defined as a one- or two-teacher school, a consolidated school in\nthe open country, or a school in a hamlet of not more than two hundred\npopulation.¹\nPART\n\nONE\n\nThe object of the first part of this study was: (a) To determine the\nactual attendance of children in rural schools of the United States; ( b )\nto compare attendance in one-teacher and larger rural schools, and (c) to\ncompare attendance in long and short-term rural schools.\n1 It is possible that the figures from a few of the consolidated schools reported in Part One\nof this study are located in communities of more than two hundred population.\n\n"}
{"page": 572, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n527\n\nThe Bureau of Education is authority for the statement that no figures\non rural school attendance for any large area of the United States are, or\never have been, available. Federal and practically all State reports combine city and rural attendance data. This study is, therefore, the first\nattempt to determine the length of time rural children representing the\ncountry as a whole attend school.\nAs methods of figuring attendance vary greatly among the different\nschool systems, state or county summaries of attendance were too misleading to use in this study. State and county educational authorities were,\ntherefore, solicited to turn over to the committee their school registers, in\norder that a uniform method of compiling data might be employed.\nThrough the generous aid of the Rural Division of the Bureau of Education, it was possible to secure accurate compilations.\nAttendance records, largely for the school year 1922-23, of 72,120\nchildren (practically all white) of 70 counties of 10 states have been compiled. The states represent three Atlantic coast States, north and south ;\none Gulf State; four middle-western States; and two north-western States.\nAs far as the committee can judge this sampling is fairly representative of\nthe country as a whole. There may be fewer eight-month schools represented in proportion to the national total, than six, seven, nine, and tenmonth schools, as the committee, in order to make comparison in attendance\nbetween long and short term-schools, aimed especially to secure wherever\npossible data from counties that had both terms of 139 days or less and\nterms of 170 days or longer. There are included a small number of schools\nwith less than six months terms and rather a large number with over 180\nday terms. The latter can be defended as representing a common practice\nin the group of States extending from Maryland north and into parts of\nNew England.\n\nThe pupils included in the study are distributed according to size of school\nas follows :\n1- teacher schools (7 States )\n2-teacher schools ( 5 States )\n3 and 4-teacher schools ( 3 States )\nConsolidated or other rural schools of more than 1-teacher\n\n(9 States)\n\nStrictly consolidated schools ( 3 counties of 2 States)\n\n40,493\n18,777\n781\n\n27,408\n\n7,828\n\nThe first question considered was : What is the actual attendance of rural\nchildren of the United States?\n\nThe median number of days of actual attendance of these 72,120 country\nchildren was 141.7 days. If the sample is representative of the United\nStates as a whole it means that half of the children in rural communities\n\nattended school less than seven and a half months, over a fourth of the\nchildren were in school considerably less than five months, and thirteen\nper cent less than three months.\n\n"}
{"page": 573, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n528\n\nThe following table shows the number and per cent of the various\nattendance intervals.\nNUMBER AND PER CENT DISTRIBUTION OF 72,120 PUPILS ATTENDING\nRURAL SCHOOLS OF TEN STATES-42 Counties\n\nPer Cent\n\nNumber\nAttendance Intervals\n\nEach Group\n\nof Pupils\nis of Total\n180 days or more .\n\n1-39 days .\n\n4,943\n16,287\n15,755\n9,028\n6,817\n5,385\n4,442\n4,239\n5,224\n\nTotal.\n\n72,120\n\n160-179 days ..\n140-159 days .\n120-139 days .\n\n100-119 days .\n80-99 days .\n\n60-79 days .\n40-59 days .\n\nQ. 2.13 163.9 da.\n\nMed.\n\n141.7 da.\n\n6.8\n22.6\n21.7\n\n12.5\n9.5\n7.5\n6.2\n5.9\n7.3\n\n100.\n\n21, 25.3 da.\n\nThe next question to be answered was : Is the attendance in the twoteacher, in the consolidated, or other larger rural school, better than in the\none-teacher school?\nIt will be seen from the table below that the median attendance of chil-\n\ndren in one-teacher schools was 139.6 days, in two-teacher schools 148.8\ndays, in three and four-teacher schools 135.3 days, and in consolidated\nschools 144.9 days.\n\nChildren in two-teacher and consolidated schools\n\nreceive on an average from four to nine days more schooling than children\nof one-teacher schools, not as great a difference as many of us have thought.\nAs the median days attendance in three and four-teacher schools is even less\nthan in one-teacher schools it is quite possible that our sampling is not\n\nrepresentative of small village schools. Or do the village schools neglect\nthe children even more than other rural schools. Further study is necessary before any conclusion can be drawn. Further study is also needed to\ndetermine whether or not the consolidated school has greater holding power\n\nthan the one-teacher school and whether that possible holding power may\nbring down its attendance record by the older children's staying out of\nschool during rush periods on the farm.\n\nThe large S. D. (standard deviation or sigma) of each of these types of\nschool indicate the wide spread of the curve, the cases being more closely\nbunched in the consolidated schools than in the other types.\n\n.\n\n"}
{"page": 574, "printed_page": null, "text": "529\n\nDEPARTMENT OF RURAL EDUCATION\n\nATTENDANCE IN DIFFERENT TYPES OF RURAL SCHOOLS\n\nStrictly consolidated\nAttendance\n\nI teacher\n\n2teacher\n\n(8 States)\n\n(\n5 States)\n\n3and4teacher\nschools\n(3 States)\n(3 Counties-2 States)\n\nInterval\n\ncent\n\nNumber\n\nPer\ncent\n\n2727\n\n6.7\n\n2162\n\n11.5\n\n9226\n\n22.8\n\n8199\n5167\n\n20.3\n12.8\n\n5260\n3500\n\n28.0\n18.6\n\n2127\n\n4229\n3112\n\n10.4\n7.7\n\n1423\n\n2467\n2449\n\nPer\n\nNumber\n\nNumber\n\n200\n\n25.6\n\n1439\n\n18.4\n\n11.3\n\n173\n72\n\n22.2\n9.2\n\n42.1\n14.1\n\n57\n\n7.3\n\n1240\n\n7.6\n6.6\n\n3298\n1103\n542\n\n49\n\n6.2\n\n383\n\n6.9\n4.9\n\n6.1\n\n915\n\n4.9\n\n52\n\n6.7\n\n389\n\n4.9\n\n965\n\n5.2\n\n70\n\n8.9\n\n4.1\n\n788\n397\n\n4.2\n2.1\n\n56\n\n7.2\n\n323\n215\n\n998\n\n6.0\n4.7\n2.5\n\n52\n\n6.7\n\n136\n\n2.8\n1.8\n\n40.493\n\n100\n\n18,777\n\n900\n\n781\n\n100\n\n7,828\n\n100\n\n\"\n\n\"\n\n120-139\n\"\n...\n\n\"\n..\n\n40-59\n\n\"\n\n20-39\n1-19\n\n“\n\n1919\n\n“\n\nTotal.....\n\n23 = 163.9\n\nMed.\nS.\n\nPer\n\ncent\n\n180 da. or more .\n160-179 da ....\n140-159\n\n100-119\n80-99\n60-79\n\nPer\n\nNumber\n\n139.6 da.\n\nQ1 = 94.7\nD. = 47.8\n\nQ3 = 170.3\n\nMed.\nS.\n\n148.8\n\nQ1 = 105.4\nD. = 47.8\n\nQ = 160.5\nMed.\n135.3\n\nS.\n\nQ1 =\n\n64.7\n\nD. =\n\n53.2\n\ncent\n\nQ3 = 156.8\nMed.\n144.9\n\nQ1 = 118.9\nS.\n\nD. =\n\n39.2\n\nAgain attention should be called to the large number of children attending school for only a short time.\n19 per cent for less than 4 months in one-teacher schools.\n16 per cent for less than 4 months in two-teacher schools.\n30 per cent for less than 4 months in three and four-teacher schools.\n14 per cent for less than 4 months in consolidated schools.\nThese data discussed above include attendance in terms of different\n\nlengths. For example, there are many schools in the one-teacher school\nand two-teacher school groups with terms considerably over 180 days in\nlength while the consolidated and village school groups had no schools with\na term of 179 days or over. The consolidated schools of one county\nsampled (2110 pupils of ten schools) had a uniform term of 160 days.\nThe question arises whether or not the long and short term schools should\nbe considered together when figuring attendance. This brings us to the\nthird problem of our study of actual attendance :\nHow does attendance compare in long and short-term rural schools?\nThe data collected for one-teacher schools included 11 counties of 2\n\nStates which had average terms ranging from 185-194 days, while 9 counties of 5 States include schools with average terms of 179 days and in the\nsame counties average terms of 139 days.\n\n"}
{"page": 575, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n530\n\nIn the 185-194 day terms the median attendance was 147.9 days, in the\n179 day terms the median is 141.8 days, and in the 139 day terms the median\nwas 83.9 days. The comparison of the last two groups is especially significant as the data are from the same counties. Presumably the laws governing such attendance are uniform yet children in the six-months schools do\nnot make good use of the school that is furnished them.\nCOMPARISON OF ATTENDANCE IN ONE-TEACHER SCHOOLS\n\nwith (1) 185-194 day-terms (2)179 day-terms\nand (3) 139 day-terms.\n\nAttendance\n\nIntervals\n\n(11 counties of\n2 States)\n\n(9 counties of\n5 States)\n\n(9 counties of 5 States)\n\nAttend. in 185-194 Attend. in 179\nday terms\n\n139 day terms\n\nday terms\n\nNumber Per cent Number Per cent Number\n\nOver 180 days .\n160-179 days ..\n140-159 days .\n120-139 days ...\n100-119 days ..\n\n1329\n\n9.4\n\n3911\n3050\n1718\n\n27.6\n21.6\n\n80-99 days .\n\n943\n\n60-79 days .\n40-59 days ..\n20-39 days ..\n1-19 days .....\n\n668\n\nTotal.\n\n17.5\n35.7\n14.3\n\n12.1\n8.7\n6.7\n\n348\n\n651\n\n4.7\n4.6\n\n198\n236\n\n421\n\n2.9\n\n219\n\n243\n\n1.7\n\n124\n\n1227\n\n14,161\n\n66\n\n147.9\n\nQ1= 110\n\n593\n\n224\n\n4150\n\n100 .\n\nQ₃ = 168.7 da.\nMed.\n\n727\n1481\n\nQs\nMed.\n\nPer cent\n\n232\n\n16.7\n\n8.4\n5.4\n4.8\n5.7\n\n273\n\n19.8\n\n236\n\n5.3\n2.9\n\n195\n\n16.9\n15.0\n11.8\n14.0\n\n80\n\n5.8\n\n208\n163\n\n1387\n\n100.\n\n155.6 da.\n141.8\n\n\"\n\n46.6\n\n100.\n\nQ\n\n105.6 da.\n\"\n\nMed .\n\n83.9\n\nQ1 =\n\n45.7\n\n\"\n\n«\n\n\"\n\nQ1 = 102.1\n\n14 per cent of the children in 185-194 da. terms attend less than 4months.\n19 per cent of the children in 179 da. terms attend less than 4 months.\n47 per cent of the children in 139 da. terms attend less than 4 months.\nIn the longest terms 59 per cent of the children are in school longer than\nthe schools are kept open in the short-term schools.\nComparisons could not be made of atttendance in rural and urban schools\nas the data available for most city schools have been compiled by percentages\nrather than by individual records, and are therefore misleading.\nSUMMARY\n\n1. The study includes attendance records of 72,120 children of 70 counties of 10 States representing all parts of the country except the south-west.\nThe sampling probably does not include data from a sufficient number of\neight-months terms to be wholly representative.\n\n"}
{"page": 576, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n531\n\n2. Including all types of rural schools the median attendance was 141.7\ndays, the lower fourth of the children attending 95.3 days and the upper\nfourth 163.9 days.\n3. The attendance in two-room schools was slightly better than in consolidated schools. The attendance in these two types of schools was considerably better than the attendance in one-teacher or three and four-teacher\nschools.\n\n4. Comparing the attendance in very long, fairly long, and very short\nterms it was found that it pays decidedly in good attendance to provide\nlong terms for country children.\nQUESTIONS FOR FURTHER STUDY\n\nFurther study is needed to determine :\n1. The attendance of children and length of term in a larger number of\nvillage schools.\n\n2. The attendance of children in a larger number of consolidated schools.\n3. The length of term in consolidated schools in comparison to one and\ntwo-teacher schools .\nPART TWO\n\nThe second phase of the study was to determine the effect of attendance\nupon school work .\n\nIf the school is doing the work that it should, every day of attendance\nshould increase the educational achievement of children.\n\nSchool authorities\n\nhave assumed that this was true, but as far as your committee has been able\nto find out no data have ever been collected to prove this. If good attendance results in better school work how much better work should be ex-\n\npected of a pupil with 170 days in school, for example, than of a pupil with\n150 days of actual attendance ?\nIt was decided to measure the effect of attendance on school work by\n\nmeans of educational tests. The following tests and scales were selected :\nThorndike- McCall Reading Scale, Woody-McCall Mixed Fundamentals,\nand Buckingham Extension of the Ayers' Spelling Scale, Column O.\nState commissioners and superintendents of education and State supervisors of rural schools of fifteen representative States were asked to name a\nfew county superintendents who had had successful experience in giving\neducational tests. These superintendents were in turn asked to coöperate\nin the study but for various reasons, principally because of lack of funds\nwith which to purchase the tests, only eleven counties of seven widely\nscattered northern States were finally represented in the study. It is unfortunate that the data do not contain figures from Southern States as well.\nCounty superintendents were asked to give the tests during the last of\n1 Since this report was prepared the Texas Survey has been published with some study\nof this point. See Journal of Rural Education, April, 1925 , pp. 355-356.\nIt will be recalled that the committee making this study had no funds with which to\nfinance the undertaking so tests could not be furnished to county superintendents.\n\n"}
{"page": 577, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n532\n\nOctober or month of November in rural schools in which there were the\n\nprevious year pupils with good attendance, if possible those with 170 days\nor over, and also pupils with poor attendance, if possble those with 120\ndays or less. Uniform directions for giving the tests and a form on which\nto record and report individual scores were sent to those assisting in this\nstudy.\n\nScores were received for 804 pupils distributed as follows :\nGrade\nIII\n\nDays\nAttendance\n\nGrade\n\nGrade\n\nGrade\n\nGrade\n\nGrade\n\nIV\n\nV\n\nVI\n\nVII .\n\nVIII\n\nTotal\n\n170 days or over....\n\n6\n\n52\n\n44\n\n73\n\n51\n\n67\n\n150-169 days .......\n130-149 days .......\n\n5\n\n21\n\n38\n\n55\n\n72\n\n72\n\n293\n263\n\n5\n\n19\n\n24\n\n18\n\n28\n\n23\n\n117\n\n129 days or less .....\n\n8\n\n19\n\n33\n\n16\n\n27\n\n28\n\n131\n\n24\n\n119\n\n139\n\n162\n\n178\n\n190\n\n804\n\nThough the number of individual scores is too small for any conclusive\nproof, yet the data received certainly show that absence from school has an\nadverse effect on school achievement.\n\nBecause of the small number of\n\nchildren of each attendance interval in any one grade it seemed desirable to\nuse in place of the score a term common to all grades in order that there\nmight be a large enough group of children of each attendance interval to\nmake the comparison more significant. The individual pupils' scores were,\ntherefore, each transmuted to a Ce which equals the grade classification\naccording to educational achievement. T and C tables compiled by Dr.\nWilliam McCall on the three tests given were the basis for this transmuta-\n\ntion. By adding the proper statistical correction the Ce for an individual\nor grade can be compared with the norm for that grade. A sample will\nillustrate the method of comparison :\nSAMPLE RECORD OF SEVEN PUPILS\n\nCe for Grade VIII\nPupil\n\nDays\nattended\n\nSpelling\nArithmetic\n\nReading\n\n170\n174\n\n8.9\n5.8\n\n7.4\n\n7.6\n\n6.8\n\n3\n\n176\n\n4\n\n183\n170\n\n8.0\n8.8\n\n7.8\n7.4\n8.5\n\n9.4\n9.4\n\nNo. 1\n2\n\n5\n6\n7\n\n184\n181\n\n4.2\n7.4\n8.2\n\n8.5\n6.7\n7.8\n\n8.8\n\n6.4\n9.4\n\nAs 8.5 is the eighth grade Ce norm for any subject at any time of the\nyear (7.5 the norm for 7th grade, 6.5 for 6th grade, 5.5 for 5th grade, and\n\n"}
{"page": 578, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n533\n\nso on) the above table shows that the first child was .4 above grade in\narithmetic, 1.1 below grade in reading, and .9 below grade in spe'ling. In\nother words, that child was .4 of a year ( based on a 10 months' term) above\ngrade in arithmetic, 1.1 of a year below grade in reading, and 9 of a year\nbelow grade in spelling.\n\nThe following table shows the average grade acceleration or retardation\nfor each attendance interval of the 804 children reported :\nAVERAGE GRADE ACCELERATION OR RETARDATION\n\nArithmetic\n\nDays\nAttended\n\nCe\n\n+.06\n\n170 da. or over .\n\n12\n\n150-169 da ....\n\nReading\n\nmonths\n\nCe\n\n.6 mo.\naccelerated\n\n.27\n\n1.2 mo.\n\n.47\n\n129 da. or less ....\n\n13\n43\n\n2.7 mo.\n\nCe\n\n4.7 mo.\n\n8.5 mo.\nretarded\n\n.40\n\n4.0mo.\nretarded\n\nretarded\n\n1.3 mo.\nretarded\n\n.55\n\n4.3 mo.\nretarded\n\n-1.55\n\nmonths\n\n.85\n\nretarded\n\nretarded\n130-149 da......\n\nSpelling\n\nmonths\n\n5.5 mo.\nretarded\n\n.84\n\n1.55 yr.\n\n-1.69\n\n8.4 mo.\nretarded\n\n1.69 yr.\nretarded\n\nretarded\n\nThus it willbe seen that only in arithmetic were the children up to grade\neven with an attendance of 170 days or over.\n\nIt will also be seen that the\n\nquality of work steadily deteriorated as the attendance dropped off, the only\nexception being from the highest to the second and third attendance intervals in spelling. Reading seems to be the most affected by poor attendance. The average pupil with less than 130 days of schooling is apparently\nover a year and a half behind his grade in reading and spelling, while the\nchild with but 130 to 149 days of school is from over a half to .8 of a year\n1\n\nbelow what he should be in reading and spelling.\n\nUsing another grouping for attendance ( 150-186 days and 149 days or\nless) a comparison of grade retardation and acceleration was made for each\nof the four upper grades. (Data for third and fourth grades were insufficient to make the comparison worth while.)\nAVERAGE GRADE RETARDATION OR ACCELERATION FOR FOUR UPPER\nGRADES\n\nGrade VIII\n\nGrade VII\n\nAttendance\n\n150-186 days ...\n149 davs or less ..\n\nSpelling\n\nArithmetic\n\nReading\n\nSpelling\n\n98\n\n-.99\n\n+.11\n\n+.06\n\n-2.72\n\n-2.99\n\n.48\n\n-1.11\n\n+.07\n-1.04\n\nArithmetic\n\nReading\n\n.87\n-1.14\n\nCf. Texas Survey, which found that length of term made very little difference in achievement in reading but had marked influence on achievement in arithmetic and spelling.\n-Ed.\n\n"}
{"page": 579, "printed_page": null, "text": "534\n\nNATIONAL EDUCATION ASSOCIATION\n\nGrade VI\n\nGrade V\n\nReading\n\nSpelling Arithmetic Reading\n\nAttendance\n\nArithmetic\n\n150-186 days ...\n149 days or less ..\n\n+.44\n.33\n\n.48\n.98\n\n.42\n\n.57\n\n-1.57\n\n+.37\n\nSpelling\n\n+.02\n65\n\n23\n23\n\nThus an average eighth-grade pupil with an attendance of 150-186 days\nwas .87 of a year below the grade norm in arithmetic, and 1.14 years below\ngrade if he attended 129 days or less. This table shows that there is a\ndecided difference in the amount of grade retardation between children who\nattended 150 days or more and children who attended 149 days or less. The\nonly exception to this is in fifth grade arithmetic, the average child with\npoor attendance having an actual grade acceleration, and in fifth grade\nspelling, the average child with poor attendance having the same grade\nretardation as the child with good attendance.\nThere is also the possibility that these factors, poor attendance and poor\nquality of school work, have the opposite effect on each other from that\nsuggested above. It may be that poor school work may result in indifference\nand therefore in poor attendance.\nThe question has arisen as to whether poor attendance is not closely\ncorrelated with low intelligence, due to lack of appreciation of school advantages, lack of proper clothing, and more illness among those of inferior\nmentality. We have data on this problem for 106 rural children, which\nthough far from conclusive, tend to show that there is a positive correlation\nbetween school attendance and intelligence. As most county superintendents are not yet prepared to give intelligence tests it was not practicable to\ncall for such data for the entire study. The following table suggests the\nneed of further investigation along this line :\nRELATION BETWEEN INTELLIGENCE AND SCHOOL ATTENDANCE\n\n106 Rural School Children in New Hampshire¹\n\nAttendance\n\nNumber of Pupils\n\nMedian I. 2.\n\n167-170 days\n\n55\n\n12-150 days .\n\n51\n\n103.5\n91.4\n\nSUMMARY\n\n1. Attendance records and scores in reading, arithmetic, and spelling\ntests were received for 804 rural children from eleven counties of seven\nNorthern States .\n\nData furnished by Supt. S. S. Brooks , of Winchester, N. H.\n\n"}
{"page": 580, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n535\n\n2. Though the study covers an insufficient number of cases to give anywhere near conclusive evidence, yet the results show a strong tendency as\nto the effect of attendance on school work.\n\n3. By combining grades it was found that pupils of each attendance\ninterval were below the grade norm in reading and spelling and below the\ngrade norm in arithmetic, except those pupils who attended school at least\n170 days during the school year previous to the time the tests were given.\n4. With one exception, in spelling, the school work deteriorated as the\nattendance fell off.\n\n5. Arithmetic is less affected by poor attendance than is reading or\nspelling.\n\n6. Pupils with less than 130 days of schooling are on an average over a\nyear and a half below grade in reading and spelling.\n7. In a study of a small number of rural children (106) it was found\nthat there was a definite relation between attendance and intelligence.\nQUESTIONS FOR\n\nFURTHER\n\nSTUDY\n\nFurther study is needed to determine :\n1. The effect of attendance on school work of a large number of rural\npupils.\n2. The effect of attendance on school work by comparing achievement\nat different attendance intervals with the age norm.\n\n3. The correlation between intelligence and rural school attendance of a\nlarge number of pupils .\nPART THREE\n\nThe third phase of this study is designed to show how school attendance\nis affected by child labor. A wealth of information was secured from the\nvery comprehensive studies made by the National Child Labor Committee\nand by the Children's Bureau of the Federal Department of Labor. A\nfew examples taken from the reports of these two organizations should\n\nbring home to educators the need of giving more attention to adequate\nschool attendance laws or the better enforcement of such laws in rural\n\ncommunities where rural industries interfere with the child's education .\n\nOf 535 children of one truck farming county in Maryland between 6\nand 16 years of age recently reported by the Children's Bureau, approximately 11 per cent in spite of compulsory attendance laws, were not enrolled\nin any school. Of three other counties of the same State, 20 per cent of\n306 white children studied stayed out of school 6 weeks or more for farm\nlabor and 74.2 per cent were absent for some farm work.\nSix Michigan counties where beets were raised in great quantities were\nreported in 1922 by the National Child Labor Committee. 52.9 per cent\nof the rural children missed some school for farm work, the average time\nlost by these children being 36 per cent of the school term. 72 per cent of\nthe children of beet workers of this State were found to be retarded.\n\nIt\n\n"}
{"page": 581, "printed_page": null, "text": "536\n\nNATIONAL EDUCATION ASSOCIATION\n\nis stated that the children of migratory beet workers are in some sections\npurposely excluded from the school census.\n\nIn a study of 4800 beet workers' children in Colorado absences ranged\nfrom 6 to 16 weeks of the school term or an average of 92 weeks. Of\nthese child laborers from 80 to 90 per cent were under 14 years of age.\nIn 1915 it was found that of 5895 Kentucky children studied during\nthe fall months, nearly 24 per cent were farm work absentees. Several\nhundred children of the Kentucky mountains migrate to Ohio with their\nfamilies every spring to work in the onion fields. In Ohio in the spring\n\nthey say, to the school authorities, \"Our school is out in Kentucky.\" In\nKentucky in the fall their excuse is, \"We shall soon be going back to Ohio\nand it's no use to start in here.\"\n\nIn 1917 of 6389 rural white children of school age in Oklahoma 51 per\ncent stayed out of school to work. Each farm working tenant's boy missed\non an average 42.2 days of school of the 136 days that school was in\nsession, while the farm working owner's boy lost on the average 35.6 days.\nGirls who stayed out to work in the home lost only slightly less time.\nAbout half of the rural children in Oklahoma received only about 100 days\nof schooling.\n\nIn West Virginia 25 per cent of the country children studied stayed out\nof school to work. 60 per cent were found to be retarded and retardation\nwas found to be directly proportional to the amount of absence.\nIn an article published in 1920 ironically titled \"California the Golden\"\nthe State Immigration and Housing Commission of California was authority\nfor the statement that between 2500 and 3000 children under 16 years of\nage in the Imperial Valley alone were kept out of school to pick cotton.\nWandering tribes of children with their families follow the fruit season\nthroughout the year from county to county, often with only a few weeks\nof school in a place, sometimes with no school. There are 5000 such nomad\nchild laborers in California. This procession of homeless illiterates in the\nmaking can be found in almost any State where seasonal fruit and truck\ncrops are grown.\n\nThere are some who feel that only among the migrant workers is rural\nchild labor serious .\n\nAll data go to prove that this is far from true.\n\nOne\n\nauthority says, \"At least 20,000 farm children stay out of school each year\nfor a period of 60 days to help in raising wheat and other small grain\nproducts.\" In a study of 2674 child laborers on North Dakota wheat\nranches published by the Children's Bureau, 48 per cent of children were\nabsent from school some time during the year for work. 41 per cent of\nthe boys and 17 per cent of the girls ten years of age or over lost one month\nor more of school for this cause. In the South, it is said, the boll weevil in\nspite of its train of ills has given many of the country children of the\ncotton States a month more of school.\n\nThe question arises as to whether a more flexible school term, the vacations coinciding with the rural industries, would not reduce non-attendance.\n\nSuch compromises have been made in rural America and your committee\n\n"}
{"page": 582, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n537\n\nhas yet to hear of a single place where changes in the school term have not\nbeen at the sacrifice of the children. Nampa County, California, begins its\nfall term August 1 and continues for five weeks until prunes are ready to\npick. In counties farther south other adjustments are made to accommodate the crops, not the children's education. But what of the 5000 migratory children? Because of the very nature of their work and that of\ntheir parents, they run into vacations as they move from crop to crop so\nthat compulsory school enforcement is impossible.\nIn many districts of Kentucky and Oklahoma schools are closed from\nFebruary to July that children may work on the farms. Can anyone\nimagine that the two following summer months are desirable for school ?\nDuring the most favorable periods of the year, the early part of October,\nbeet vacations ranging from two weeks to one month are often declared by\nMichigan school boards. A still different type of compromise is arranged\nin certain cotton sections of the South. The school day opens at 7:00 or\n7:30 A. M. and lasts until noon in order that the children may spend the\nafternoon in picking cotton. Thus these little child laborers can put in two\ndays of work in one.\n\nSuch compromises cannot be condemned in too strong terms.\n(1) Compromises work an injustice to the child who does not need to\nstay out to work and in practically every child labor community there\nare a few families who consider their children's education of greater importance than their labor.\n\n(2) They work an even greater injustice to the transient children who\ncannot be protected by law if schools are not in session during their brief\nresidence in a community.\n(3) They work an injustice to the resident child laborer who in order\nto get in a full term is forced to go to school during the hot months of late\nspring and early fall. In severe climates such as is found in the beet sections of Montana and Michigan there is bound to be a great deal of absence during the winter months, but an adjustment of school term cannot\nbe made to both climate and industry.\n\n(4) Good teachers are difficult to secure when school terms are broken\ninto by long vacations or when schools run into the summer so that the\nterm conflicts with the teacher's summer school attendance.\n\n(5) The most damaging result of compromising the child's education\nwith rural industries is public recognition that the work of the child is more\nimportant than his education.\n\nMiss Grace Abbott, chief of the Children's Bureau, states that in 27 of\nthe 48 States the employment of children in any gainful occupation is\ndefinitely forbidden during school hours. As the age of compulsory school\nattendance and the minimum compulsory period for that attendance varies,\n\nthe results are anything but uniform. In 9 of these 27 States modifications are made in the child labor acts so that, in their application to agriculture, the employment of children at farm labor is wholly or partially\nexempted from the prohibition.\n\n"}
{"page": 583, "printed_page": null, "text": "538\n\nNATIONAL EDUCATION ASSOCIATION\n\nThat there is more concern about the interference of agriculture with\nthe rural child's education in other civilized countries than in the United\n\nStates is rather evident from a stand taken by the League of Nations. \"A\ndraft convention concerning the admission of children to employment in\nagriculture was adopted in Geneva in November, 1921, by the General\nConference of the International Labor Organization of the League of Nations at its third annual session. The convention prohibits the employment of children under 14, during the hours fixed for school attendance, in\nany private or public agricultural undertaking, and specifies that if they are\nemployed outside school hours, the employment shall not be such as to\ncause prejudice to their attendance at school.\" The members who ratify\nit agreed to bring its provisions into operation not later than January 1 ,\n1924, and to take such action as was necessary to make them effective. In\n\nJanuary, 1925, \"the convention had actually been ratified by Austria,\nCzechoslovakia, Esthonia, Italy, Japan, Poland, and Sweden, though ratification had been authorized by Bulgaria and Latria and recommended by\nthe government to the legislative body in Chili, Germany, Hungary, and\nSpain.\"\nRECOMMENDATIONS\n\nYour committee makes the following recommendations regarding rural\nschool attendance :\n\n1. That the National Education Association, the Bureau of Education,\nState departments of public instruction, and other institutions or organizations dealing with rural schools, adopt a uniform definition for a rural\nschool that is more in harmony with the term as generally used throughout the United States. The definition used in this study is only suggestedthat is, a one or two-teacher rural school, a consolidated school in the open\ncountry, or a school in a hamlet with a population of not more than 200.\n2. That State departments of public instruction adopt a better method\n\nof keeping attendance records in all public schools in order that comparable\ndata may be secured. We especially urge that instead of averages and\npercentages all attendance reports to county and State superintendents be in\nterms of actual days present and be distributed in ten or twenty day intervals such as the number of children present 180 days or over, 160-179\ndays, 140-159 days, etc.\n3. That the Department of Rural Education of the National Educa-\n\ntion Association condemn the practice of using children of elementary school\nage in rural occupations other than in chores around the farm.\n4. That the Department of Rural Education of the National Educa-\n\ntion Association also condemn any change in the time of school day or\nschool year and vacations for the purpose of putting children to work if by\nso doing the education of children is directly or indirectly sacrificed.\n5. That the members of the Department of Rural Education of the National Education Association work in their own states (a) to create among\nrural educators and prospective rural teachers a prejudice against the sacri\n\n"}
{"page": 584, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n539\n\nficing of the country child's education directly or indirectly for the sake of\nrural occupation; (b) to secure a clause in their school attendance laws\nproviding for adequate enforcement of school attendance in rural communities.\n\nDISTRIBUTION OF CONSOLIDATED AND ONE- TEACHER\nRURAL SCHOOLS\nKATHERINE M. COOK, CHIEF , DIVISION OF RURAL EDUCATION ,\n\nBUREAU\n\nOF EDUCATION , WASHINGTON, D. C.\n\nIn a recent address before the American Association for the Advance-\n\nment of Science, the subject of which was \"Education and the New Social\nOrder,\" Dean Holmes of Harvard, began by saying that a friend of his to\nwhom he told his subject remarked of it that it was \"interesting but dangerous.\"\n\nHe added that he proceeded with the address because he believed\n\nthat it was better to be accused of superficial thinking than of being middleaged in thinking. In accepting the assignment of the President of the Department of Rural Education-to give some forecast of the probable future\nof school consolidation in the United States, I am reminded of these remarks.\nPresident Campbell asks me to present a survey of the field of rural education in the United States, indicating the number of consolidated and oneteacher schools now in operation, the proportion of the rural population\nserved by each type, the number of teachers in each group, an estimate of\nthe proportion of the rural population which lives in communities that can\nnever be served by consolidated schools because of natural conditions, and\nsome idea of the chief geographical areas where conditions described prevail.\nAccurate, definite, and complete data covering the questions indicated are\nnot available. I shall therefore set forth such facts as we have, together\nwith estimates based on them and a brief account of the means used in\n\narriving at them.\nWHO AND WHERE ARE THE RURAL CHILDREN AND HOW MANY ARE THERE ?\n\nIn any discussion concerned with the education of rural children it is\ndesirable to know as nearly as possible what children we have inmind and\nabout how many. Unfortunately there is no satisfactory and universally\nunderstood definition of the meaning of a rural school or of rural children.\nWe are all familiar with the census differentiation between urban and rural\n\non the 2,500 population basis, and with the fact that for the purpose of\nshowing actual conditions as they exist in the small schools of the open country information collected on this basis is unsatisfactory. We know too that\npractically all States have established through their statutes or regulations\nofthe State departments or through custom, certain terms which are used to\ndistinguish among the different types of schools. Oklahoma may be cited as\nan example. Officially there are five types: rural ungraded, union graded,\n\n"}
{"page": 585, "printed_page": null, "text": "540\n\nNATIONAL EDUCATION ASSOCIATION\n\nconsolidated, village, and independent district schools, and data in that State\nare collected on the basis of this classification. A few States collect statistics\n\nusing a classification based on the number of teachers in the school, but\nthere is no uniform practice.\n\nIt is obviously difficult to express accurately the size of the rural education problem in terms of the number of children to educate. However,\nthe Census Bureau in 1920 made a new departure which helps materially by\nenumerating the total farm population and the farm population from 7 to 20\nyears of age. While the school enrolment for the farm population is not\ngiven, school enrolment for the rural population, that is, that in places of\n2,500 and under, is given. In 1920 this enrolment was 68 per cent of the\npopulation from 7 to 20 years of age. Assuming that this 68 per cent applies\nalso to the farm population from 7 to 20 years of age (10,265,500 ) , we may\nestimate a little over 7 million as the approximate enrolment of the farm\npopulation between 7 and 20 years of age in 1920. In order to estimate the\nnumber of children under 7 and over 21 years of age enrolled in school, we\nmust again consult the census enumeration where we find the enrolment\nunder 7 and over 21 for the total population in 1920 was slightly over 2\nmillion. The farm population in 1920 was 30 per cent of the total population of the United States. It seems safe therefore to assign 30 per cent\nof this 2 million to the farm school enrolment. The 30 per cent amounts\n\nto practically 700,000. Adding this to the former figure of slightly over\n7 millions, the estimate of enrolment of farm children reaches 7,715,000\nin round numbers for 1920.\n\nThe increase in school enrolment from 1920 to 1922 was 7.7 per cent.\nThe probable increase from 1922 to 1924 was slightly less according to\nfigures so far received in the Bureau of Education. If we apply these increases to the farm school enrolment as estimated for 1922 we have the fol-\n\nlowing estimates : Enrolment for the farm population for 1922, 8,298,050 ;\nfor 1924, 8,879,014. In round numbers, we estimate in the Bureau of Education the enrolment of children from farm homes in 1924 as about 9\nmillions.\n\nThis estimate, however, is too restricted for a complete consideration of\nthe education of rural children. A large number of people living in small\nvillages help to make up the real rural population. Rural children, including those from farm homes, attend school in centers of population larger\nthan villages, namely, towns up to a thousand, even over a thousand.\nSchools, wherever located, if attendance is 50 per cent or more from farm\nhomes are rural, in the sense at least that they have some problems that\nare characteristically rural school problems. It is well known that census\nfigures show that a higher percentage of the total rural population is of\nschool age than of urban population. In 1920 it was estimated that about\n24 per cent of the total farm population was enrolled in school. Based on\nthe 1920 census figures, the Bureau of Education estimated the population\nserved by rural schools in two ways : ( 1 ) by adding to the farm population those living in places of 1,000 and under; (2) by adding to the farm\n\n"}
{"page": 586, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n541\n\npopulation those living in places of 500 and under. The percentages of\ntotal population resulting were 44 and 42 respectively. I will use for our\npurpose the former percentage figure.\nThe Census Bureau has estimated the total population for 1924 ds\n112 millions. Applying to this the percentage indicated to secure the total\nfarm population and assuming the school enrolment to be 24 per cent of\nthis total, we estimate that there are in 1924 a little less than 12 million\nchildren enrolled in rural schools in the open country and in villages and\ntowns of 1,000 population and under. Of these, 9 million are from farm\nhomes; 3 million living in surroundings and attending schools which we\nbelieve may properly be called rural.\nTHE EXTENT OF RURAL SCHOOL CONSOLIDATION\n\nComplete and accurate information on the number of one-teacher and\nconsolidated schools in the United States is not available. Insurmountable\n\ndifficulties arise in any effort to give exact statistical information concerning enrolment, attendance, and the like, country-wide in extent.\nConsolidation is one of those terms which apparently means all things\nto all men. In Utah a consolidation is the county district; in Michigan the\nterm is used to designate the township unit, even though the schools of that\ntownship may all be one-teacher schools. In Mississippi, a school is \"consolidated\" only when children are transported to it. Consolidation may\nmean a union of different administrative units. It may mean a union of\nschools within one administrative unit. It may mean the uniting of two\nsmall groups of children who might otherwise be served by two schools but\nwho together constitute a school of not more than ten or twelve. Several\nStates report as \" consolidated\" a large number of two and three-teacher\n\nschools, even one-teacher schools, because, strictly speaking, they represent\nsome form of centralization. Other States, in reporting the number of consolidated schools, report only those representing uniting of several districts\nand having a large enrolment including high school grades, or a specified\nnumber of square miles, or in excess of a specified tax valuation. It is obvious that the term consolidation as used is far from satisfactory as a basis\nof comparing statistics among States and that available data on the number\n\nof consolidated schools do not accurately measure the progress we are making in bringing children together in large groups or in giving them efficient\nschools.\n\nWe must estimate the progress and extent of this type of centralization\nby resorting to several expedients. Among the means used in the Bureau\nof Education are the following : ( 1 ) Compilation of the number of oneteacher schools reported on regular State forms annually to the Bureau of\nEducation, and ( 2) Compilation of the number of consolidated schools\nreported in the same way-without any effort to define terms but expecting each State department to use the definition legally or by custom established. (3) Totals represented by summaries for all States of 1 and 2 completed and corrected in such ways as experience and available information\n\n"}
{"page": 587, "printed_page": null, "text": "5\n+2\n\nNATIONAL EDUCATION ASSOCIATION\n\nwarrant. (4) The percentage of the total school enrolment enrolled in\neach of the two types of schools estimated by applying to all States percent-\n\nages found in those States which report such enrolment. (5) Enro ment\ndetermined by multiplying the number of schools of each type (a point on\nwhich we have fairly reliable information secured as above) by the average\nenrolment in each type of school as determined by those States from which\nthis information is available. (6) Same secured by multiplying the number\nof teachers employed in each type of school (as determined by methods herein\nset forth) by the estimated enrolment per teacher based on averages in those\nStates which report on this item.\n\nEstimates given in this paper are compared and checked :\n\n( 1 ) through\n\nregular annual reports to the Bureau of Education sent by State depart-\n\nments of education; (2) through biennial reports issued in printed form by\nState departments in the different States; (3) by reports coming to us in\nresponse to special questionnaires. Among the latter we have used most freely\nreplies from 70 per cent of the county superintendents in the United States\nto our special questionnaire sent out for the past four years asking for the\nnumber and salaries of teachers employed in rural schools, classified as oneteacher, two-teacher, three and four-teacher schools in the open country ;\nconsolidated schools ; and village schools. We may consider these in the following order :\n\nThe number of one-teacher and consolidated schools-In 1917 a definite\neffort was made in the Bureau of Education to secure from all States statis-\n\ntics concerning the number of one-teacher and consolidated schools. Reports were obtained from approximately 30 States which enabled us to\nestimate with what seemed to be a fair degree of accuracy that there were\nin the United States in that year in round numbers 195,000 one-teacher\n\nschools and 7,500 consolidated schools. By 1920 the States had become\naccustomed to distinguishing among schools on this basis with greater ac\ncuracy. A large number had issued pamphlets giving information of the\nkind indicated. Fairly complete reports were received from 40 States in\nthat year. Estimates made for the other 8 States made it possible to say\nwith some degree of confidence that there were at the close of that year 188,000 one-teacher schools and 12,500 consolidated schools. For 1922 some\nfew additional and different States reported. The reports gave evidence of\nbeing more accurate. There were actually reported for that year about\n400 fewer consolidated schools than in 1920.\n\nThis is believed to be ac-\n\ncounted for by the fact that there was a better understanding of what a\nconsolidated school meant and that more careful data on the items were\n\ncollected than for the preceding biennium. Incomplete data were checked\nup from preceding reports. A few States which did not report in 1922\nhad reported in 1920, in which case the 1920 figures were used. It was\nbelieved a conservative estimate for 1922 to say that there were at the close\nof that year 175,000 one-teacher schools and 13,000 consolidated schools.\nSo much for the actual number of schools. It is apparent that these\nfigures extending over a five-year period indicate a decrease of about 10 per\n\n"}
{"page": 588, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n543\n\ncent in the total number of one-teacher schools during that period ; that over\n20,000 one-teacher schools were abandoned during the period or an average\n\nof approximately 4,000 per year; and that there was an increase of over\n5,000 or about an average of 1,000 a year in consolidated schools formed\nduring the period. Naturally the estimate is not absolutely true, and progress was not exactly uniform during the period. If we assumed that the\nstatistics are approximately correct and that progress since 1922 has been\nabout the same as that made in the five-year period preceding, we would\nestimate that at the close of 1924 there were approximately 167,000 one-\n\nteacher schools and approximately 15,000 consolidated schools. In both\ncases, however, it is believed that these estimates are too liberal-for the\nfollowing reasons : Preliminary reports on progress during the biennium\nending 1924 have been received in the Bureau of Education from a num-\n\nber of States. A few report fewer consolidations than were reported in\n1922. A few report a larger number of one-teacher schools. Several re-\n\nport (some among those formerly making considerable progress in this\ndirection) that consolidation is at a standstill owing to the financial situation. In view of these facts and the probable effect of the present financial\ndepression on school building in rural communities, it is my belief that we\nshould estimate that there are in the United States at the present time not\n\nless than 167,000, probably 168,000 one-teacher schools and about 14,000\nconsolidated schools. It may be added that we are gradually acquiring a\ndifferent understanding of the term consolidation and applying it to fewer\nsmall schools. It is also true that in the field of secondary education partic-\n\nularly, the high cost of instruction is leading to the greater centralization of\nschools already consolidated. A few States are engaged in definite campaigns to further centralize their partially consolidated rural secondary\nschools. Thus consolidation may be growing in principle faster than in\nnumbers.\n\nProbable enrolment in consolidated and one-teacher schools. The prob-\n\nable enrolment in the two types of schools under consideration has been\nestimated in the Bureau in several ways with results which we believe to be\nrelatively accurate. Ten States reported in 1922 the number of children\nenrolled in consolidated schools. Adding the number reported in these\n10 States and comparing it to the total enrolment for the same 10 States,\nwe find that the enrolment in consolidated schools represents approximately\n8 per cent of the total enrolment. If we may assume that this percentage\napplies to the total enrolment for the United States in 1922, which was\n\nsomething over 23 millions of children, it follows that there were in 1922\napproximately 2 million children enrolled in consolidated schools.\nAccording to a recent study made in the Bureau of Education of 260\nconsolidated schools (information for 1922) the enrolment in the median\nconsolidated school was approximately 280 children. The tendency since\n1922 has been toward larger consolidations. It is probable that 1,500 cenFrom a recent study now in process of publication as a Bureau of Education bulletin,\nRecent Data on Consolidation of Schools and Transportation of Pupils\n\n"}
{"page": 589, "printed_page": null, "text": "544\n\nNATIONAL EDUCATION ASSOCIATION\n\ntralizations were formed or enlarged from 1922 to 1924, inclusive. In view\nof the above it seems safe to estimate that there were at the close of the year\n\n1924, 500,000 additional children enrolled in consolidated schools formed\nduring the two-year period, and that there were therefore approximately\n\n234 million children enrolled in consolidated schools at the close of 1924.\nEstimates based on the total number of consolidated schools multiplied by\nenrolment in the median consolidated school indicates a much larger enrolment. This is believed too high because the tendency to consolidate in large\nnumbers is a recent development. Counting all, not newly formed ones\nonly, we know there are a large number of small consolidated schools. It\nis, however, believed reasonable (in the light of experience and study of\nreports ) to check up the 234 million estimate in another way, i. e., accord-\n\ning to the number of teachers judged by the median of 260 consolidated\nschools. It was found in the study referred to that there are 11 teachers\nin the median or type school. If the number holds good as an average for\nthe 14,000 consolidated schools estimated for 1924, the teaching staff in\nconsolidated schools approximates 150,000.\nThe same median school enrolls about 25 pupils per teacher. It is believed, however, that this does not represent fairly the average number\nof pupils per teacher enrolled in consolidated schools. The median school\nin the study referred to represents the median by actual count without relation to equivalency of intervals. The schools are selected successful consolidations. Any one familiar with rural schools realizes the prevalence of\nsmall classes in the upper elementary and junior high school grades. Recent\nstudies made in the Bureau of Education of rural secondary schools in the\nUnited States representing wide distribution of territory and conditions\nand a large number of school children, show that the median size of classes\nfor two groups studied in 7 and 11 respectively.\n\nAn arbitrary compromise\n\nof 18 as average enrolment per teacher indicates a total enrolment in consolidated schools of about 23/4 million. Considering all conditions, it\nseems to me conservative to estimate that there are between 22 and 23/4\nmillion children enrolled in consolidated schools.\n\nProbable enrolment in one-teacher schools-Information coming into the\nBureau of Education from a number of different sources enables us to esti-\n\nmate that the average number of children in one-teacher schools in the\nUnited States is not less than 25. If this is true and there are approximately\n168,000 such schools in the United States, the total enrolment in oneteacher schools is about 44 million children. In 1922, 13 States reported\nthe number of children enrolled in one-teacher schools as well as the num-\n\nber of one-teacher schools Comparing the enrolment in one- teacher schools\nwith the total enrolment for the States and assuming that this percentage,\nnamely, 18 per cent of all children enrolled in the States reporting, holds\ngood for the United States as a whole, there were a little over 4,750,000\nchildren in one-teacher schools in that year, a larger number than most of\nus have previously estimated.\nIbid.\n\n"}
{"page": 590, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n545\n\nThe distribution of the school population served by the different types\nof schools-We may go back now to our original estimate of 12 million\nchildren, the probable total enrolment from farm homes and from predominantly rural communities. If our estimates are reasonably reliable,\n\nwe now have enroled in consolidated schools between 2½ and 24 million\nchildren, and from 4½ to 44 million (a little less than 40 per cent) in\none- teacher schools.\n\nWe have only one means of securing information on the number of\nchildren enroled in the two, three, and four teacher schools in the open\ncountry and in villages not classified as consolidated. Reports from 70\nper cent of the county superintendents in the United States to our teachers'\nsalary questionnaire came to the Bureau in 1924. On the basis of these\nreturns we estimate the total number of teachers employed in small village\nschools, mostly villages with a population of less than 500, at 77,500\nteachers. It seems safe to allow for 30 children per teacher in these\nschools, making approximately 21/4 million of our 12 million children enroled in the small village schools.\nThe same questionnaire indicates that there are about 70 per cent as\n\nmany teachers in the two, three, and four room schools in the open country as there are in the villages. Admitting that there are also approximately 70 per cent as many children in these schools as in the villages, the\nenrolment in these schools may be estimated at 11 million. We have left,\nthen,\nof a million children unaccounted for. In our opinion this is a\nreasonable estimate of children who come from farm homes or rural com-\n\nmunities but are enroled in such county and union high schools as do not\nfall in our classification and in the larger villages or small towns over\n1,000 in population. These estimates must be taken for what they are\nworth. I can only say that they have been made with reasonable care\nand on the basis of information which we have reason to consider as\n\nauthentic as it is possible to secure.\nWHERE THE NUMBER OF ONE- TEACHER SCHOOLS IS GREATEST\n\nIf one should wish to travel through the part of the country in which\none-teacher schools are most abundant, he should begin somewhere in the\ncenter of the State of Minnesota, travel south through Minnesota and\nIowa, west into and through Nebraska, south to and through Kansas, east\nthrough Missouri into Illinois, north through Illinois and to and through\nWisconsin, across the Lake into Michigan, south again through Ohio ,\nKentucky, and West Virginia, then northeast through Pennsylvania and\nNew York.\n\nOn this route he would have covered 13 States in all of\n\nwhich there are more than 5,000 one-teacher schools and in six of which\nthere are more than 7,500.¹ Together these States contain approximately\n40 per cent of our total rural population of school age and nearly 58\nper cent of all our one-teacher schools.\n\nThey are not necessarily those doing the least to promote consolidation ;\nData 1922 and partial data for 1924.\n2Ibid.\n\n"}
{"page": 591, "printed_page": null, "text": "546\n\nNATIONAL EDUCATION ASSOCIATION\n\nin them the problem is largest. Those States which have the lowest percentage of their total number of children enroled in one-teacher schools\n\nseem to be Massachusetts, New Jersey, and Utah. Among those in which\napparently the greatest progress is being made (judged by the number\nof consolidations formed and the reduction in the total number of one-\n\nteacher schools) are Texas where almost a third of the one-teacher schools\nwere closed during the five-year period from 1915-22, and Alabama,\nIndiana, New Hampshire, North Carolina, Ohio, Mississippi, and Louisiana. Louisiana reports that nearly 50 per cent of her one-teacher schools\nwere closed between the years 1915 and 1924. Mississippi now has 1,000\nconsolidated schools-one- fourteenth of the estimated total number. Ala-\n\nbama discontinued over 2,000 one-teacher schools in 1921-22.\nIt should be remembered that in giving the above figures no allowance\nis made for the size or quality of the schools called consolidated. It is\nindeed possible that in some States in which a large number of one-teacher\nschools are reported abandoned, replacement has been made by a poor\ntype of consolidated school, whereas in some of those States in which less\nprogress has been made, if we judge by these same statistics, excellent\nprogress has been made in the quality of the consolidated schools formed\nand in the care and farsightedness with which consolidation units have\nbeen worked out.\nPROBABLE PROMISE OF THE FUTURE\n\nIn order to estimate with some degree of accuracy the possible future\nof the consolidation movement in the United States, a number of States\n\nwere selected in which official, definite, or concerted efforts of some sort\nhad been and were being made to promote consolidation and in which\npersons could be reached who were particularly capable to make authoritative estimates on this subject. The States selected were those with a\nlarge number or relatively large number of one-teacher schools. The\nquestions put to each of these authorities, all of whom know their particular States definitely and minutely, know also the temper and ideals\nof the people and the difficulties and possibilities of school consolidation ,\nwere about as follows : What, in your opinion, is the probable future\nof the school consolidation movement in your State ? About what percentage of the one-teacher schools can be consolidated without hardship\nin taxation or undue difficulties because of natural conditions ?\n\nWhat do\n\nyou consider the greatest obstacle to consolidation at present, (1 ) natural\nobstacles such as topography, scattered population, and the like; (2) conservatism of the people; (3) financial limitations ; (4) administrative\norganization?\n\nReplies to these questions came from 9 States and were to the effect\nthat from 50 to 90 per cent of the one-teacher schools now in operation\ncan be abandoned without hardship. Replies from two States indicate\nthat 90 per cent can be eliminated. From one State the reply came that\nthe number of one-teacher schools had been reduced 50 per cent since\n1915; from another the reply that the number had been reduced 70 per\ncent since 1900. It is, of course, obvious that in such States consolidation\ncannot go on as rapidly in the future as in the past. On the other hand,\nsome States in the group are among those now having more than 7,500\n\n"}
{"page": 592, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n547\n\none-teacher schools. With the above conditions in view and the general\nsituation in the United States in mind, it seems to me conservative to\nestimate that for the country as a whole we may look forward to an\neventual reduction of the number of one-teacher schools of about 50 per\ncent. If this is a reasonable estimate, we may expect that, within the next\n10 years, one-teacher schools may be reduced until we have remaining\nabout 80,000 in or near the locations in which there are now one-teacher\nschools.\n\nIt need not necessarily follow that on these 80,000 sites one-teacher\nschools will remain. Apparently it was the belief of those who were\nresponsible for the estimates referred to that these particular schools can\nnot be eliminated. It is, however, possible that the number of grades in\nthe small school may be reduced as one means of adding to its effectiveness.\nMassachusetts, for example, has already few one-teacher schools and in\nmany of them the number of grades has been reduced to three. In those\nsmall schools in which 7, 8, or 9 grades must be retained it may not, with\neffective administrative organization, be impossible to work out a plan by\nwhich the services of two teachers may be retained. In this connection,\nit seems to me that some such plan as the Winnetka or Dalton plan has\npossibilities. Itinerant teachers might be secured who could spend one\nweek in each month, for example, in each community assisting the children in the upper elementary and junior high school grades on some\nsort of contract basis.\n\nTo estimate the percentage of the rural population which will continue\nto be served by small schools seems to me the most difficult among the\nestimates requested. If consolidation is carried on intelligently the small\nschools will probably remain in sparsely settled communities, therefore\nthe number of schools is not a decisive measure of the people served.\nAs an example of this I should like to quote from one of the letters\n\nreferred to above in which the writer says that while not more than 50\nper cent of the one-teacher schools in that State can be abandoned, 75\nper cent of the country children live under conditions favorable to consolidation and can be served by consolidated schools. Similar situations\nexist in other States.\n\nWe are now spending over a billion dollars annually for the improvement of roads.\n\nReports coming into the Bureau of Education indicate\n\nthat recent improvements in roads make consolidation practicable where\nbefore it was utterly impossible even on a small scale. The continued\nimprovement of roads, the rise of the motor truck in popularity as a means\nof transportation, the improvement of motor vehicles and possible development of means of transportation of which we now know nothing may open\n\nup prospects which we can only imagine.\nSo far as the replies to the other inquiries made of the consolidation\nexperts in the States referred to are concerned, they indicate that topographical difficulties are probably of less importance than some of us have\nthought. Of the obstacles mentioned, problems of school finance, unfavorable administrative organization, and conservatism of the people all\nseem more often the obstacles to overcome than contour and topography.\nIn at least two of the nine States replying the financial difficulty seems\n\n"}
{"page": 593, "printed_page": null, "text": "548\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe only obstacle. The people apparently are converted to the idea. In\ntwo States the present administrative organization, the district unit, is\nthe greatest obstacle.\n\nConsidering the general geography of the country, it is quite common\nand would seem natural and logical to believe that the western States,\nwhere distances are great and population sparse, are those in which the\ngreatest difficulties so far as distance and topography are concerned would\nbe found. Yet we find Utah with a distribution of population of 5.5\nper square mile with fewer and lower percentage of one-teacher schools\n\nthan any of the States except Massachusetts, New Jersey, and Rhode\nIsland.\n\nIn the States of Connecticut which most westerners think of as\n\nso highly concentrated in population as to be practically urban in character, the State board of education expresses the following opinion: \"This\nBoard is confidently of the opinion that many of the one-teacher schools\nshould never be abandoned even though good roads can be provided.\"\nOn the other hand, reports coming to the Bureau of Education indicate\nthat several States are now working on a program which will mean the\npractical elimination of one-teacher schools except in a few isolated communities where because of natural conditions consolidation is impossible.\nWe all know that there are certain isolated communities in practically every\nState which will not admit of consolidation so far as we are able to\n\nlook forward at the present time. They are not confined to any section,\nbut they do represent a relatively small percentage of the total rural\npopulation.\nThis paper, which has attempted to cover so much ground, scarcely\nadmits of intelligent summary. I may perhaps be permitted a few conclusions which seem to me to result from any consideration of this movement : ( 1 ) We are particularly in need of careful, scientific research in\nevery field of rural education. The relative efficiency of the different\n\ntypes of schools, methods and organization adapted to each, more careful\nstudy of different types of administrative organization, are among a few\nof the almost limitless number of topics that occur at once. In the field\n\nof research we have so far made little progress. In its further advancement we are in need of more uniformity in terminology in order that\nwe may all avail ourselves of the results of study, experimentation, and\nresearch as these are made available. (2) There are two marked movements in education today which seem to me to be of moment in the field\n\nof rural school administration. One is that toward the bringing together\nof children in larger numbers in the hope of securing greater efficiency\nand economy in administration as represented by the platoon or workstudy-play plan. The other is that toward greater emphasis on individual\ndevelopment as represented by the Winnetka or Dalton plan. Rural\neducationists will watch experimentation in these fields with special care.\n(3) Consolidation at present in many States is more in need of direction\nthan of promotion. While its primary purpose is that of the equalization\nof educational opportunity, it may be and in some cases is promoted in\nsuch ways as emphasize inequalities instead of equalizing opportunities .\nIntelligent planning for consolidation over a larger extent of territory\nthan has hitherto been common is essential to the future success of the\n\n"}
{"page": 594, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n549\n\nwhole movement. One or two States are now taking steps to postpone\nconsoldiation of small groups until surveys at least county-wide in scope\ncan be made in order that future consolidations fit into the larger plan.\n(5) The mounting cost of education, particularly of secondary education,\nas shown by recent studies in New York, Virginia, and California seem\nto indicate that the only way by which a broad curriculum can be furnished\nfor rural children in the field of secondary education is through even\nmore centralization than has hitherto been practiced. (6) The advocacy\nof consolidation does not and should not mean the abandonment of the\n\nwelfare of the small schools. An unfortunate impression has gone abroad\nthat it is necessary for one to line up for or against the consolidated school\nor for or against the small school. Friends of rural education realize that\n\nthe consolidated school offers educational opportunities and has educational\npossibilities that the one-teacher school does not and can not be developed\nto offer.\n\nWherever feasible, consolidation should be effected. Indications\n\nare that, speaking for time and not eternity, the small school is like the\npoor, we shall have it always with us. We shall materially reduce the\nnumber of children now enroled in one-teacher schools, but so far as\nwe can foresee at the present time, there will probably be a million children enroled in one-teacher schools ten years from now. They must be\nbrought to the highest possible state of effectiveness. (7) Equalizing\neducational opportunities within States challenges our best thought but\nthere is no evidence to prove that it is impossible. The State as such\nowes to all of its children, rural and urban, at least an equitable system\nof school support and an administrative organization that insures professional management.\n\nTHE STATE'S FINANCIAL RESPONSIBILITY TO\nTHE PUBLIC SCHOOLS\nT. H. HARRIS , STATE SUPERINTENDENT OF EDUCATION\nBATON ROUGE , LOUISIANA\n\nI interpret this subject to raise the question of the proportion of public\nschool expense that should be borne by the State government and the\nproportion that should be borne locally. Before entering into a discussion\nof the question, it would obviously be well to know what the State governments are now doing in the matter of public school support, and whether\nor not the contribution is sufficiently large.\nCONTRIBUTION TO THE SUPPORT OF ELEMENTARY\nSCHOOLS AND HIGH SCHOOLS BY STATE GOVERNMENTS\n\nThe 1924 report of the Educational Finance Inquiry Commission,\nusing statistics of 1920, gives State support of public education throughout\nthe United States as 15.7 per cent, local support as 76 per cent, and funds\nfrom other sources as 8.3 per cent. The report does not indicate from\nwhat sources the 8.3 per cent was realized. These figures have reference\nto the support of elementary schools and high schools only.\n\n"}
{"page": 595, "printed_page": null, "text": "550\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe Journal of Rural Education of December, 1921, publishes a statement by O. N. Fauber and myself, which gives State support of elementary schools and high schools throughout the country as 14 plus per\ncent, and local support as 85 minus per cent. The figures were based\nupon the statistics of the session of 1919-1920.\n\nThe State's contribution\n\nranged between 1 per cent for Iowa and 48 per cent for Kentucky,\nthe average for the whole country being a little more than 14 per cent.\nLocal support ranged between 99 per cent for Iowa and 52 per cent for\nKentucky, the average for the country being a little less than 85 per cent.\n\nConditions have probably changed but little since the publication of\nthe reports mentioned, and such changes as have taken place have probably been in the direction of a smaller State contribution to the funds\nrequired to support elementary and high schools.\nI think we may safely assume that the State governments of the Nation\nare contributing approximately 15 per cent of the funds needed to support\nelementary and secondary education, and that the cities, counties, and\ndistricts are raising approximately 85 per cent of such funds.\nIS THE CONTRIBUTION OF STATE GOVERNMENTS ADEQUATE ?\n\nIt is perfectly safe to assume that in all States wealth is unequally\ndistributed .\n\nCertain centers of a State are rich with the result that\n\nassessments are high, while other portions of the same State are poor, with\nthe result that the assessments are low.\n\nIn the rich centers a low tax\n\nrate yields ample funds for school purposes, while in the poor centers\neven a high tax rate yields insufficient funds for the proper support of\nthe schools. In such cases the rich communities maintain good schools\nwithout feeling the pinch of high taxation, while the poor centers, if\nthey maintain schools measuring up to proper standards, labor under a\nburdensome tax load. These conditions can best be shown by illustrations,\nand I desire to say that in giving illustrations, I shall not select either\nimaginary or extreme cases . Facts outlining conditions in a particular\nState will be used, and no attempt will be made to select conditions showing\nthe extremes of wealth and poverty.\nIllustration one-A town constituting a school district is required to\nprovide for the education of 500 children. Twenty teachers, measuring\nup to excellent standards of scholarship and teaching ability, are employed\nat an annual cost of $26,000. The assessment of this town or district\nis $2,000,000. If the district were required to raise all of the money\nneeded to pay teachers' salaries, an assessment of 13 mills, or $1.30 per\nhundred on the assessment would be necessary.\n\nA country school district supports a consolidated school of 300 children\nand it is required to furnish transportation for 200 of its enrolment at a\ncost of $5,500. The school employs 12 teachers at a cost of $14,000,\nor a total cost of $ 19,500 for teachers' salaries and transportation. The\nassessment of the district is $300,000. If the district were required to\nraise all of the funds needed for transportation and teachers' salaries,\n\nit would have to levy a tax rate of 65 mills, or $6.50 per hundred of\nassessment. The town under discussion has a school building that cost\napproximately $200,000. If we give the community twenty years in\n\n"}
{"page": 596, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n551\n\nwhich to pay for the building and make no charge for interest, the annual\nbuilding tax would be $10,000, or 5 mills on the assessment. The total\nmillage assessed against the town for the maintenance of the school and\nfor the building would be 18 mills, or $1.80 on each $100 of assessment.\nThe country district under discussion has a school building that cost\napproximately $100,000. If we divide this into twenty equal annual\npayments and make no charge for interest, the district would have to\nraise $5,000 a year, or 163 mills to discharge its building obligation. The\ncountry district's annual school tax for maintenance and building would\nbe 81 mills, or $8.16 on each $100 of assessment. The town district\npays an annual school tax for buildings and maintenance of $1.80 per\n\nhundred dollars of assessment, while the country district pays an annual\nschool tax of $8.163 for each hundred dollars of assessment. The country\ndistrict employs very good teachers, but they are not so well qualified, nor\nare they paid as high salaries as those in the town district. It also has\na good building, but the town building is much more nearly fire-proof,\n\nis superior in all other respects, and is much better than the country school\nbuilding.\n\nIllustration two-A certain county has an assessment of $90,000,000.\nIt employs 204 teachers. Allowing an annual salary of $1,500, and\nassuming that the county is required to raise all funds necessary to pay\nthe salaries of its 204 teachers, the tax levy would be 34-10 mills, or\n$ .34 per hundred dollars of assessment. Another county in the same\n\nState employs 70 teachers and has an assessment of $6,000,000. Assuming\nthat the annual salary in this county is $1,500, the tax levy required to\npay the salaries of teachers would be 171/2 mills, or $1.75 per hundred\ndollars of assessment. In the rich county, teachers' salaries can be paid\nwith a levy of 34c, while in the poor county a levy of $1.75 is required,\nor five times as much.\nABILITY TO PAY TAXES\n\nAn examination of the conditions in the rich and poor communities\nused in the two illustrations will disclose the fact that it is much easier\n\nfor the people in the rich centers to pay taxes than for those in the\npoor centers. In the two wealthier communities used in the illustratoins,\nthere are numerous industries, banks, large mercantile establishments and\nother financial institutions annually making money and employing labor\n\nat good wages, while the people living in the poor district and in the\npoor county are practically all small farmers who find it extremely difficult to make a livelihood for their families. Taxes in any amount in\ncommunities of this kind are extremely hard to pay, and when the tax\nrates are as high as those indicated in the illustrations, they reach the\npoint of being burdensome.\nIn considering the question of local funds for school support, we are\napt to lose sight of the truth that it is as difficult and burdensome for\na poor man to pay a certain tax rate on a small assessment as it is for\nthe rich man to pay the same tax rate on a large assessment. Each pays\n\nin proportion to his ability to pay, and while the rich man pays into the\n\n"}
{"page": 597, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n552\n\nschool treasury a large amount of money on his large assessment, he does\nso as easily as the poor man pays in a small amount on his small assessment. As a matter of fact, the burden is greater on the poor man for\nthe reason that he probably does not use good business methods, has little\nor no income, provides a scant living for his family with the greatest\n\ndifficulty, and is hard pressed to raise actual cash in any amount for taxes\nor other purposes .\nWHAT SHOULD BE THE STATE'S CONTRIBUTION TO THE SUPPORT OF THE PUBLIC SCHOOLS ?\n\nThe phrase \"equal educational opportunity\" is very frequently used in\nthis country. We are fond of saying that \"all American\" children, irrespective of the conditions under which they live, should be provided with\nequally good schools. An examination of the facts cited can leave no\ndoubt that the phrase has no meaning under present conditions in this\ncountry. We are requiring 85 per cent of the public school funds to be\nraised locally, and on account of the unequal distribution of wealth in\nthe various States, the communities with low assessments are required to\nlevy tax rates five and ten times higher than the rates required in the\n\nwealthier communities, but this they rarely do. The result is that the\npoor sections of the State fail to tax themselves sufficiently to provide\nadequately for their schools. Frequently the houses are not up to standard,\ntheir terms are short, and their teachers are improperly educated and\ntrained. The tax rate may be and usually is higher than that paid in\na nearby rich community, but the schools are less efficiently provided\nfor. There is but one solution-namely : the State government must aid\nthe poor communities in the support of their schools.\nIt is impossible to name a definite figure which should represent the\nState government's contribution to public education in a given State,\nbut is not difficult to state the principle which should guide the State in\nits support of public education, and that principle is: equally good schools\nfor equally long sessions and at approximately equal local taxation in all\nsubdivisions of the State. A realization of this principle will require the\nState to set up certain standards as a basis for the distribution of State\nfunds .\n\nTo illustrate :\n\nThe State should see that all subdivisions are required to operate the\npublic schools for a minimum number of days, to pay a minimum annual\nsalary to superintendents, teachers, and supervisors of given qualifications\nand to set aside for the support of the public schools a minimum tax rate\non the local assessment. With these standards in view, each subdivision\nwould prepare its budget of income and expenditures and submit the same\nto the State for approval. When approved, the State would make the\nnecessary contribution required for the income to balance the expenditures.\nUnder such a budget scheme of distribution, some counties would get\nnothing from the State government, for it is conceivable that the extremely\nrich centers could support their schools adequately with a tax levy below\nany standard that would be set up by the State. The poor subdivisions\n\n"}
{"page": 598, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n553\n\nwith small assessments would receive large contributions from the State\n\nfor the reason that any reasonable local tax rate required by the State\nwould yield but small returns and large additions from the State would\nbe essential to meet the necessary expenditures.\nThe realization of the principle enunciated would result approximately\nat least in equal local taxation and in equal educational opportunities.\nThe plan under discussion contemplates, as a matter of course, that\ncommunities desiring to go beyond the standards set up by the State would\nbe left free to do so, but such additional funds would have to be raised\n\nlocally and beyond the limits required by the State (in the plan of State)\ndistribution of school funds.\nSOURCES OF STATE SCHOOL FUNDS\n\nThis country has been developing very rapidly in recent years along\nmany lines, and in most States, public funds have been raised on real\nproperty, with the result that the tax rate on visible property has multiplied year after year, and rebellion against taxation has kept pace with\nthe ever increasing tax rate on real property. Since a large proportion of\nthe taxes is used to support the public schools, the schools naturally suffer\nfrom the rebellious attitude toward high taxation. We are finding it\nmore and more necessary to wage vigorous campaigns in the interest of\nadditional school funds, and the battles for needed school funds will become\nmore and more vigorous as real property taxes increase. I am inclined\nto the opinion that we should find new sources of State school funds and\n\nthat we should abandon the plan of taxation on real property. As to\nwhat the new courses should be, the conditions in the different States\nshould probably determine that question. In one State perhaps an income\ntax would be the proper source, while in another, a tax on natural re-\n\nsources, and in another, a tax on so-called luxuries. In any given State,\na source should be found that will result in a minimum of hardship upon\nthe people of the State, and that will yield large returns.\nWHEREIN THE STATE GOVERNMENTS ARE FALLING SHORT IN THEIR DUTY IN THE\nMATTER OF\n\nPUBLIC SCHOOL SUPPORT\n\nAlmost all of the State governments are failing in two important respects\nto do their duty by the public schools. In the first place, they are requiring\nthe local subdivisions to carry the major portion of the burden of public\nschool support, and in the second place, such State support as is provided\nis distributed in most States in a manner violative of the fundamental\n\nprinciples upon which the State school funds should be distributednamely: the ability of the people locally to raise school funds.\nAs has been previously stated, when Mr. Fauber and I made our study\nin 1921, we found that the State governments were bearing only 15 per\n\ncent of the expenses of the public elementary schools and high schools,\nand we found further that in the distribution of State school funds, little\nor no consideration was given to the question of the ability of the subdivisions of the State to raise money by taxation. At the time the study\n\n"}
{"page": 599, "printed_page": null, "text": "554\n\nNATIONAL EDUCATION ASSOCIATION\n\nin question was made-namely: in 1921, twenty of the States were dis-\n\ntributing State school funds on the basis of the school population, six on\nthe basis of attendance, five on the basis of the school population and the\nnumber of teachers employed, two on the basis of attendance and the\nnumber of teachers employed, and one on the basis of the number of\nteachers employed. There may be room for argument as to which of\nthese bases is superior to the others, but it cannot be successfully maintained, I think, that any of them possesses merit, for none of them takes\ninto account the question of the local community's wealth and, therefore,\nits ability to raise school funds by taxation.\nAs I view it, there are but two factors involved in a system of public\n\nschool support, namely: all citizens of a State should pay the same rate\nof school taxes and the school funds should be so used as to provide equally\ngood schools throughout the State, whether the schools are located in rich\nor poor communities.\nIn 1921 fourteen States were distributing their State school funds to\nthe local subdivisions on bases other than those I have mentioned, and at\nleast some of these were attempting to use State funds in a manner to\n\nlighten the burden of local taxation in poor communities.\nI believe I am safe in saying, however, that there are few, if any, State\ngovernments in the Nation that appreciate fully their duty in the matter\nof public school support when judged by State contributions sufficiently\nlarge to relieve the local communities of excessive taxation and by a\nplan of distributing State school funds that guarantees uniformly excellent\nschools at approximately the same local tax rates throughout the State.\nIt is admitted that there are serious obstacles in the way of increasing\nState school funds to an adequate figure and even greater diffculties in\ndevising a scheme of distribution on the budget plan, but the two problems\ncan be solved and they should be in justice to the tax-payers and the\nchildren living in communities with little wealth and low assessments.\n\nA STATE PROGRAM OF TRAINING RURAL TEACHERS\nJAMES E. HILLMAN, DIRECTOR OF TEACHER- TRAINING\nRALEIGH , NORTH CAROLINA\n\nThis subject deals but little with the theoretical or philosophical.\nWhenever possible, contentions or hypotheses are substantiated by concrete\ndata. These data have been gleaned from the nation at large or from\nindividual States. All references to North Carolina are to give concreteness to the discussion, or to give an example of what a State should or\n\nshould not do. These concrete examples should form a working basis for\npresent and future action.\n\nIt should not be a reflection upon a teacher-training institution to assert\nthat the State may not see the business of teaching just as the institution\nsees it. State institutions must have financial support. For this support,\n\n"}
{"page": 600, "printed_page": null, "text": "555\n\nDEPARTMENT OF RURAL EDUCATION\n\nthey are at the mercy of the State Legislature. Legislative appropriations\ndepend upon several factors, of course; among them is the size of the\nstudent body in the institution, consequently, the institution must make its\nappeal to the prospective student. That appeal may not be necessarily the\nappeal of the State. At best, an institution can only see clearly and serve\neffectively a local unit; while the State, through its system of supervision,\nis in position to know what the needs are at large. The State then is a\nmachine for making effective and efficient, in matters of education, the\nvarious agencies within the State.\nA STATE PROGRAM OF TRAINING RURAL TEACHERS\n\nWhat is a State program of training rural teachers ? What should it be ?\nWhat is a rural teacher ? Although this paper will not deal solely with\nthat teacher, nevertheless we should understand the term.\n\nThe United\n\nStates Bureau of Education defines rural schools as those that serve com-\n\nmunities of fewer than 2,500 inhabitants. This, of course, follows the\nfederal government's distinction between rural and urban. If we take\nthe federal government's definition of a rural school, then there are clearly\ntwo subdivisions of that school-the \" open country school\" and the \"village\nschool.\" It is the \"open country school\" that I am accepting at this time\nas rural. In that school, the teacher may work in a one, two, or threeteacher school or a larger consolidated one. Her problems are not identical\nwith those of the village teacher. The problem of teacher-training therefore would vary in the two types. That fundamental conception is necessary in a State program of teacher-training.\nA State program of training rural teachers must be prefaced upon its\npolicies with reference to consolidation, rural supervision, and teachers'\nsalaries. May I briefly discuss each of these problems.\n1. Consolidation. Consolidation is a term of long standing in an educational parlance. It has been a theme for discussion lo these many years !\nBut even now agreement as to definition of the term is by no means universal, to say nothing of the significance of the organization. It is, therefore,\ndifficult to determine a State's policy with reference to that term; however,\nthe best approach might be through ascertaining the policy with reference\nto one-teacher schools. Accordingly, the following questions were addressed to State Departments of Education in all the States :\n(a) How many one-teacher schools in your State? (A one-teacher\nschool is defined as a school in which all grades are taught by a single\nteacher.)\n\n(b) Based upon your present knowledge of conditions, approximately\nhow much reduction could be made in your present number of one-teacher\nschools?\n\nTo these questions replies were received from 27 States.\n\nThe data\n\nsecured were very interesting indeed. Roughly 20 per cent of the public\nschool teachers are teaching in one-teacher schools. The range is from .3\nof one per cent in Rhode Island to 43.9 per cent in Nebraska or 35.3 per\n\n"}
{"page": 601, "printed_page": null, "text": "556\n\nNATIONAL EDUCATION ASSOCIATION\n\ncent in Minnesota.\n\nIn the whole State of Rhode Island with a teaching\n\nforce of 3200 there are only 10 one-teacher schools. In Nebraska with a\nteaching force of 14,284 there are 6276 one-teacher schools. Clearly,\nRhode Island's problem of training rural teachers is not Nebraska's problem.\n\nIt is not sufficient to stop with this comparison. Let us see what the\npresent status is with reference to the one-teacher school. How much\nreduction could be made in the present number ? The answer to that\nquestion varied from \"no further reduction\" (white) in Louisiana, or\n\"very little\" in Illinois to 90 per cent in Florida or \"practically all\" in\nSouth Carolina. In those States where practically no further reduction\ncan be made in the number of one-teacher schools, the harvest is now ripe\nfor training definitely for that work. However, the significant fact is that\nin the states as a whole very material reduction can be made in the number\nof one-teacher schools. This reduction could be at least 60 per cent in the\npresent number. What is the situation for your individual State ?\n\nWhat is North Carolina's attitude toward this problem ? What progress\nhas that State made ? Looking toward the maximum consolidation, the\nschool law of 1923 has this to say :\nThe county board of education shall create no new district nor shall it divide or\n\nabolish a district, nor shall it consolidate districts or parts of districts, except in\naccordance with a county-wide plan of organization as follows.\nThe county board of education shall present a diagram or map of the county\n\nshowing the present location of each district, the position of each, the location of\nroads, streams, and other natural barriers, the number of children in each district, the size and condition of each school building in each district. The county\n\nboard of education shall then prepare a county-wide plan for the organization of\nall the schools of the county. This plan shall indicate the proposed changes to\nbe made and how districts or parts of districts are proposed to be consolidated\n\nso as to work out a more advantageous school system for the entire county.\n\nMay I illustrate what this county-side organization may mean ? In one\ncounty, outside of two incorporated cities or towns, there were 42 separate\ndistricts according to the old district plan. Of these 42 schools, 15 were\none-teacher schools, 19 were two-teacher, 6 were three-teacher, one was a\nfour-teacher and one was a ten-teacher school. Under the county-wide\norganization there will be seven separate school plants-three standard\nhigh schools, one certified high school and three standard elementary schools .\nIn Wake County now, outside of the city of Raleigh, there are 69 separate\ndistricts with 71 schools. Under the county-wide organization which is\nnow being proposed, this number would be reduced to 19. Seventeen of\nthese will be standard elementary schools (not fewer than seven teachers\nto a school ) .\n\nThe other two schools would start with five teachers and\n\nsooner or later grow into standard elementary schools. In this provision\nthere would be eight standard high schools. These illustrations could be\nmultiplied but enough has been said to show what this means in a consolidation program.\n\nFor some time the State of North Carolina has been making some\n\n"}
{"page": 602, "printed_page": null, "text": "557\n\nDEPARTMENT OF RURAL EDUCATION\n\nprogress in consolidation. This may be evidenced by the gradual reduction, during the past decade, in the number of one-teacher schools.\nPer cent\n\nTotal Number\n\nNumber One- Teacher Schools\nOne- Teacher Schools\n\nYear\n\n1905-06\n1910-11\n1920-21\n1923-24\n\nPublic School\nTeachers\n\nWhite\n\nColored\n\nTotal\n\nof Total\nTeaching Force\n\n9,687\n11,216\n16,854\n21,434\n\n4,298\n3,908\n2,131\n\n2,075\n\n6,373\n\n65.8\n\n2,056\n\n5,964\n\n53.1\n\n1,567\n\n3,698\n\n21.3\n\n1,633\n\n1,356\n\n2,989\n\n13.9\n\nHowever, the really definite and fundamentally sound policy of consolidation began with the school legislation of 1923, establishing the countywide system of organization and school support. This consolidation will\ncontinue, I feel, despite the motto of North Carolina's great educational\n\ngovernor-\"A schoolhouse within walking distance of every country child.\"\n2. Rural supervision-Turn now to the State's attitude toward rural\nsupervision as a factor in, if not a prerequisite to the real problem of training rural teachers. This question was asked of the State Department of\nEducation in all the States :\n\n\"How many counties in your State? How many rural supervisors do\nyou have?\"\nThe object here was to determine the minimum number of local supervisory units with the number of supervisers for those units. In those States\nwhere the county was not the unit, the departments very kindly gave the\nnumber of units. The data are quite homogeneous therefore and the general conclusions quite reliable. It was found that the percentage of supervisors per supervisory unit ranged from 387.5 per cent in Connecticut to\n\nno per cent in several States. In Connecticut there are practically four\nsupervisors for each supervisory unit, while in many States there is not a\nsingle supervisor in all of the rural schools. In Maryland a supervisor is\nrequired for every 40 elementary white teachers.\n\nIn North Carolina there\n\nare 23 rural supervisors in a total of 100 counties. What is the standing\nof your State ? What bearing does this problem have upon the training of\nrural teachers ? I am not attempting to say; but surely it has a very\ndefinite place.\n\n3. Teacher's salaries-Little is gained in having our institutions train\nteachers for the rural school if, after being trained, those teachers do not\nteach in those schools. The State then should have a policy looking toward\nbringing into the rural school the trained teacher. To that end, North\nCarolina has adopted a minimum uniform salary schedule. The salary is\nconditioned upon the experience of the teacher and the grade of certificate\nheld. On the State's rating the teacher who holds a primary certificate\nreceives the same salary as the holder of a high school certificate of the\nsame class. But this does not solve the problem of salary discrimination\nbetween rural and city teachers. In the city the school term is longer.\n\n"}
{"page": 603, "printed_page": null, "text": "558\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn 1923-24 in the white schools of North Carolina the average length of\n\nschool term in days was 136.2 in the country and 176.9 in the city.\nMoreover, this difference is still more augmented when it is understood\nthat the cities and other special chartered schools quite generally sup-\n\nplement the State schedule. As long as this discrimination exists, the\npoorly trained teacher will be found in the country, and it will exist even\nunder the most favorable provision of a uniform minimum salary schedule.\nBut the tragedy is that so few States have even gone so far as to provide a\nminimum uniform salary schedule for all the teachers.\nThe State must assume a larger responsibility in financing the rural\nschool teacher. Perhaps this aid should be carried even to the extent of\nmaterial support in the training of the prospective teacher. Dr. Coffman\nfound that the family supplying the typical (median) woman teacher in\n\nthe elementary schools had an annual income of $862 and that the typical\nfamily numbered six persons. If that represents the economic condition\nfrom which these teachers come, may it not be necessary for the State to\nassume a larger burden in the education of its teachers? But be that as it\n\nmay, it seems to me that the minimum aid, in order to equalize the salary\ndiscrimination in favor of the city teacher, and thereby enable the rural\nschool to compete with the city for trained teachers, is a substantial bonus\nfor the teacher in the one- and two-teacher schools.\n\nThis, I understand,\n\nMaryland is now doing. However, I think this should be done only after\nthe maximum consolidation has been effected.\n\nThe State should deter-\n\nmine whether or not the one- or two-teacher school is necessary. For\nexample, the State of Louisiana says there can be no further reduction in\nthe number of one-teacher white schools. Should not that State now say\nto the normal school graduate, we shall pay you a bonus of $100 beyond\nwhat you could get in a graded school if you will teach a one-teacher\nschool? Of course, with that additional pay should go the State's right\n\ndefinitely to stipulate what the teacher's training-qualitatively as well as\nquantitatively should be.\nIn a State program of teacher training, after a State has determined its\npolicies with reference to the matters of consolidation, rural supervision,\nand its salary schedule, it should then make an analysis of the teaching\npositions. The law of supply and demand should operate in the training\nof teachers.\n\nTeacher training institutions should know the State's needs\n\nwith reference to any particular type of teaching service. With that in\nmind, during the year 1923-24 the State Department of Education in\nNorth Carolina analyzed the teaching positions in the elementary schools\n\nofthe State. This information has been put into the hands of the teachertraining institutions. Those institutions can now attack the job of training for a specific service with some degree of assurance as to what the\ndemands and needs are. Such information is necessary if teacher-training\nagencies are to work with the highest degree of intelligence.\n\nIn North Carolina the program of teacher-training is predicated largely\nupon these two hypotheses : ( 1 ) each specific type of teaching service\n\n"}
{"page": 604, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n559\n\nrequires definite and specific training: (2) the present low standard of\nteacher qualifications makes it necessary to resort to many temporary\nexpedients. Of the two the latter is perhaps more operative in determining\nthe present practice in that State.\nIt is quite generally understood and accepted that the teachers's particular job should be the criterion of her training. The job, of course,\nvaries with the different types of teaching service, as: kindergarten, first\ngrade, third grade, the one-teacher school, subject teaching in high school,\netc. There are in those types of teaching service specifics which are\npeculiar to each type. An ideal teacher-training program would take\ncognizance of all those types. However, in North Carolina there has\nnot yet been definitely determined a curriculum designed solely for the\ntraining of rural teachers. But may there not be some justification for\nthis? Are not these principles fundamentally sound ?\n1. The purpose of elementary school education is general, the same for all,\nurban and rural.\n\n2. The content of the course of study, rural and city, is essentially the same.\n\nThe content would vary some, of course, depending upon the pre-school influences\nand the environment during the school years ; but the chief difference would lie\nin the approach to the content.\n\nPerhaps too much emphasis need not be put upon a definite curriculum\nfor training a teacher of the one or two-teacher schools until the elementary\n\nschool curriculum is so organized that such schools could teach it with\nsome degree of satisfaction. The outline grade by grade, year by year,\ncan never be successfully executed in the one or two-teacher school. When\na State has determined the indispensable number of such schools, it should\nthen prepare an elementary course of study for them.\nAt present then in North Carolina the chief concern is to raise the\n\ngeneral level of teacher qualifications. That minimum acceptable level\nis two years' special training beyond high school graduation. In 1923-24\nthe scholarship index for the white teachers was 533.6. This index was\narrived at through the certificates which the teachers held. Interpreted\nit means that the average training of the white teachers in the State was\n1.33 years beyond high school. While that represents the State average,\nthe average for the rural schools was 474.6 or about seven months beyond\nhigh school graduation. That is not all. The scholarship for the one\nteacher school white teachers is 363.5 or 3.63 years of high school training.\nClearly then the big job in North Carolina is to raise the scholarship\nlevel of its teachers. The task is to approximate that acceptable minimum\n-namely, two years beyond high school graduation. In an effort to attain\nthat, the following agencies are being utilized more or less fully :\nInstitutions of higher learning (State, private, and endowed ) .\nComprehensive approved summer school program.\n\nTeacher-training departments in high school.\nExtension work.\n\nCounty summer schools.\n\n"}
{"page": 605, "printed_page": null, "text": "560\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. Institutions of higher learning-In 1922-23, 1,306 students gradu- .\nated from the institutions of higher learning. Of that number 907 came\nfrom standard four year colleges, and 180 from standard two year normal\nschools . Of those who graduated in 1922-23, 738 taught during the school\n\nyear 1923-24. Since the State needs at least 2,000 teachers trained\nannually, there is very manifestly a need for additional teacher-training\nfacilities. However, the situation is improving constantly. The State\nDepartment of Education is the administrative agency of the North Carolina College Conference. Through this coöperation standards are con-\n\ntinually moving upward.\n\nMoreover, since the certification of teachers\n\nrests entirely with the State Department of Education, there is a constant\nimprovement in all the institutions of higher learning with reference to\nthe specific job of training teachers. This friendly coöperation and supervision is making more favorable the pre-service training of the teachers\nin the State.\n\n2. Approved summer school program-For a few years yet it will be\nnecessary to make in-service training a very essential part of the State's\nteacher-training program. Economic conditions compel many teachers to\nresort to summer school attendance as a means of raising their certificates\nand increasing their scholarship. Moreover, the present low academic\n\nqualifications of the teachers make it expedient and wise to provide every\npossible opportunity for raising that standard. Accordingly the summer\nschool program is a very large factor in the training of teachers in North\nCarolina. In 1924 there were 5,680 white and 1,867 colored teachers\nin the approved summer schools of the State. This does not take into\nconsideration the great number of teachers who attended summer schools\n\nin other States. Since so many of the teachers come from other States,\nthe number who attend summer school in other States is quite large.\nWith reference to the summer school program in this State a very significant piece of work was done during the year 1923-24. The State\nDepartment of Education, in conjunction with a committee of summer\nschool directors, prepared two uniform curricula covering two full years'\ncollege work each one curriculum leading to teaching in the Primary\ngrades and the other to teaching in the Grammar grades. These curricula\nare given in all the approved summer schools of the State. The work is\nbroken into units, each unit covering a period of six weeks. The completion of two units gives to the high school graduate a standard State cer-\n\ntificate with a definite salary rating. The completion of five units gives\na higher grade with another salary level. The completion of nine units\n\nor the whole curriculum gives a better certificate with a higher salary\nrating.\n\nAmong the advantages of these uniform curricula, the following may\nbe mentioned :\n\n(a) A definite plan of in-service training has been provided.\n\nThe original\n\naim of this work was that it should be given in the summer schools only.\n(b) The work is distributed with the view of rendering the most immediate\n\n"}
{"page": 606, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n561\n\nservice to the inexperienced, poorly trained teacher. The course sequence has\nthat in mind.\n\n(c) Definite training is provided for two types of teaching service-the primary\nand grammar grades.\n(d) A large per cent of this work carries full college credit. If the student\n\nwishes to continue her study in college, she will be given credit for this work.\n(e) Much of the work is being given through the Extension Division of the State\nUniversity and other institutions. This makes it possible for the teacher to continue the work during the school year while she is teaching.\n\n3. Teacher-training departments in high school-These are only temporary expedients. With the average training of the one-teacher school\nwhite teacher only 3.6 years of high school work, there is a very distinct\nneed for this very definite training. The value of a year's concentrated\nspecific preparation for teaching in the elementary schools needs no defense.\nPractically all the teachers who take this work enter the one or two\nteacher schools. These teacher-training departments, therefore, serve the\nneeds of the counties in which they are located. This year, 1924-25, there\nare 13 departments with 153 students enroled.. Of that number, 140\n\nare high school graduates-89 from accredited high schools and 51 from\nnon-standard schools. Next year, it is hoped that the State will have 20\nsuch departments with 250 students in attendance. It should be clearly\nunderstood, of course, that as soon as the level of training justifies it,\nthese departments will be discontinued.\n4. Extension work-This work is beginning to play a large part in\nthe training of the teachers. The University of North Carolina and the\nNorth Carolina College for Women have rather comprehensive programs .\nThese two institutions have a great number of extension class teaching\ngroups organized in many cities and towns throughout the State. In\nother institutions teachers go to the institution for class work. This is\nnot limited alone to those teachers who work in the city in which the\ninstitution is located, but a great many rural teachers avail themselves\nof this study. This is particularly true now that a well developed system\nof highways makes it easy for teachers to drive in for distances of ten to\n\ntwenty miles. In addition to this extension class teaching given in many\nof our institutions, the University of North Carolina has a well developed\ncorrespondence instruction program. Hundreds of students are availing\nthemselves of an opportunity to raise the standards of their certificates\nupon the basis of credits secured in that way. Even though the extension\nphase of our teacher training work is only in its infancy, nevertheless\n\nthere are now approximately 4,000 white teachers and 714 colored teachers\ntaking this work. When one realizes that a year's standard college credit\nentitles a teacher to a higher grade certificate with a higher salary rating,\none can readily see the significance of this work in the teacher training\nprogram .\n\n5. County summer schools-In North Carolina 1923-24 there were\n4,639 non-standard teachers that is, teachers who were not graduates\nof accredited high schools. Practically all of these teachers \"serve their\n\n"}
{"page": 607, "printed_page": null, "text": "562\n\nNATIONAL EDUCATION ASSOCIATION\n\ntime\" in the rural schools. They cannot enter the approved summer\nschools. For them the State has what is called \"County Summer Schools.\"\nThese schools run for a six-weeks' period. The curriculum is outlined\nto cover a period of twenty-four weeks. Since it is very seldom that a\nteacher can attend more than one six-weeks' summer school during one\nsummer, the work virtually covers a four-year period for any one teacher.\nThere are three classes of non-standard certificates. Credits for one of\nthese units may raise a certificate one class. The higher certificate carries\n\nwith it an increase on the salary rating. After one has secured the highest\ngrade of non-standard certificate, which can be done with a maximum\nof three six-weeks' units, this summer school work can only serve to renew\nthat certificate.\n\nManifestly the county summer schools is a temporary measure. Each\nyear the number is materially decreased. Last year there were 33 such\nschools for white; this year the number will not exceed 15.\nSUMMARY AND RECAPITULATION\n\n1. Consolidation-In 27 States studied the per cent of teachers on oneteacher schools to the total number of public school teachers ranged from\n.3 of one per cent in Connecticut to 43.9 per cent in Nebraska. The range\nin possible reduction of one-teacher schools was from \"no further reduc-\n\ntion\" (white) Louisiana to \"practically all\" in South Carolina. The\naverage possible reduction for all the States is about 60 per cent.\n2. Rural Supervision-The variation in State practice here ranged from\npractically four supervisors to the local supervisory unit (county or township) to no supervisor for a whole State.\n3. Teachers' Salaries-Only five States reported they had a minimum\nuniform salary schedule. Little effort is being made to equalize the\npresent salary discrimination between rural and city teachers .\nAfter a State has determined its policy with reference to ( 1 ) consoli-\n\ndation, ( 2) rural supervision, and (3) teachers' salaries, its specific program of teacher-training would then be conditioned upon: The types of\nteaching service within the State and upon the present level of teacher\nscholarship.\n\nNorth Carolina is attempting to solve its problem of teacher-training\nthrough :\n\n1. Institutions of higher learning-The total graduates from those\ninstitutions in 1922-23 number 907. Of that number 738 taught during\nthe school year 1923-24. Since the State needs at least 2,000 teachers\ntrained annually, there is an urgent need for more facilities here.\n2. Approved summer schools-This is a distinct part of the teachertraining program in North Carolina. 5,680 white and 1,867 colored\nteachers attended approved summer schools in the State in 1924. There\nwere 11 schools for white and 9 schools for colored.\n\n3. Teacher-training departments in high schools-This is temporary.\nThis year there are 13 departments with an enrolment of 153 students .\n\n"}
{"page": 608, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n563\n\n140 of these students are high school graduates-89 from accredited high\nschools and 51 from non-standard schools. The value of this work will\n\nbe appreciated when it is understood that the average training of the\nteacher in the one-teacher white schools is only 3.6 years' high school .\n4. Extension work-Even though this work is just beginning, there are\napproximately 4,000 white teachers and exactly 714 colored teachers now\nregistered for this work in our institutions of higher learning.\n5. County summer schools-These schools operate for those teachers\nwho hold non-standard certificates.\n\nThere were 4,639 such teachers in\n\n1923-24. 3,952 of these teachers attended the county summer schools in\n1924. This school is only temporary and will be discontinued within\nfive years.\n\nSECRETARY'S MINUTES\n\nIndianapolis Meeting\n'The official program prepared by President Macy Campbell was as follows:\nMonday Afternoon, June 29, 1925\nInterpreting the Schools to the People\nA STUDY OF RURAL SCHOOL ATTENDANCE BY THE COMMITTEE ON RURAL SCHOOL\n\nATTENDANCE-Mrs . Katherine M. Cook, Chief, Division of Rural Education, U. S.\nBureau of Education, Washington, D. C.\n\nDISCUSSION-George S. Dick, Supervisor of Rural Schools, Department of Public\nInstruction, Madison, Wis.\nIMPROVED SCHOOL PRIVILEGES IN MASSACHUSETTS THROUGH CONSOLIDATION - Paul\n\nDillingham, Superintendent of Schools, Falmouth, Mass.\nTHE MESSAGE OF THE FARM BUREAU TO THE RURAL EDUCATORS OF AMERICA-Frank\n\nEvans, General Marketing Counsel and Secretary, American Farm Bureau\n\nFederation, Chicago, Ill.\nTuesday Afternoon, June 30, 1925\nProgress in Rural School Supervision\nCONCERT BY THE LAGRANGE COUNTY SCHOOL BAND, LAGRANGE, IND.\nADMINISTRATION AND SUPERVISION OF RURAL SCHOOLS UNDER THE COUNTY UNIT\n\nSYSTEM IN OHIO-O. E. Pore, Superintendent of Portage County Schools, Ravenna, Ohio.\n\nTHE HELPING TEACHER PLAN IN MAINE-Florence M. Hale, State Agent for Rural\nEducation, Augusta, Maine.\nLESSONS IN THE SUPERVISION OF RURAL SCHOOLS FROM THE INDIANA EXPERIMENT-\n\nHilda Hughes, Superintendent of Lagrange County Schools, Lagrange, Ind.\nBusiness-The business transacted consisted only of the ratification of the\n\nofficers elected in February as provided for in the Constitution and of the appointment of a special Committee on Coöperative Marketing. This committee expects\nto make a careful study of the whole question of coöperative marketing and to\n\nsuggest the phases of the subject to be taught in public schools, both rural and\nurban. Its membership is divided into two groups, the first consisting of farm\nand marketing specialists and the second of rural school specialists, as follows :\n\n"}
{"page": 609, "printed_page": null, "text": "564\n\nNATIONAL EDUCATION ASSOCIATION\n\nGroup I-Frank O. Lowden, chairman, Sinissippi Farm, Oregon, Ill.; Aaron\nSapiro, attorney coöperative marketing organizations, Straus Building, Chicago :\n\nChris . L. Christensen, expert on cooperative marketing, U. S. Department of Agriculture; Pres. Kenyon L. Butterfield, State Agricultural College, Lansing, Mich.;\nDr. E. W. Kilgore, president American Cotton Growers Exchange, Raleigh, N. C.;\nB. Y. Landis, Federal Council of Churches, New York City; Carl Williams, Okla-\n\nhoma City, Okla.; Dr. E. G. Nourse, chief agricultural division, Institutes of Economics, Washington, D. C.; Chas. E. Hearst, president Iowa Farm Bureau Federation, Des Moines, Ia.; Miss Verna Elsinger, director community organization,\n\nBurley Tobacco Growers, Lexington, Ky.; Frank Swett, president California Pear\n\nGrowers Association, San Francisco, Calif.; Frank Evans, general marketing counsel and secretary, American Farm Bureau Federation, Chicago ; E. C. Branson,\nprofessor rural social economics, University of North Carolina, Chapel Hill ; L. F.\nMcKay, field service and public relations, American Cotton Growers Exchange,\nMemphis , Tenn.; Dr. Theodore Macklin, marketing expert, University of Wisconsin, Madison, Wis .\n\nGroup II-Mabel Carney, rural education, Teachers College, Columbia University, N. Y.; Mrs. F. C. Beverley, principal Whitmell Farm Life School, Whitmell, Va.; Lee L. Driver, Director of Rural Education, State Department of\nPublic Instruction, Harrisburg, Pa.; C. G. Sargent, rural and vocational education,\nState Agricultural College, Ft. Collins, Colo.; Will C. Wood, State Superintendent\nof Public Instruction, Sacramento, Calif.; Mrs. Kathryn Cook, U. S. Bureau of\nEducation, Washington, D. C.; Supt. A. L. Winterquist, Consolidated Schools,\nCloquet, Minn.; Gilbert Willey, graduate student, University of Wisconsin,\nMadison, Wis .; Dr. C. E. Myers, State Agricultural College, State College, Pa.;\nProf. J. L. Hypes, State Agricultural College, Storrs, Conn.; Chas J. Booth,\nexpert in coöperative marketing, Chaffey Junior College, Ontario, Calif.; Macy\nCampbell, head of Department of Rural Education, Iowa State Teachers College ,\nCedar Falls, Iowa.\n\nADMINISTRATION AND SUPERVISION OF RURAL\nSCHOOLS UNDER THE COUNTY UNIT PLAN IN OHIO\nO. E. PORE , SUPERINTENDENT OF PORTAGE COUNTY SCHOOLS\nRAVENNA, OHIO\n\nDuring the last decade the county schools of America have been passing\nthrough a period of rapid evolution. In the not very remote past, rural\neducation invariably meant a little red schoolhouse, poorly heated and\nlighted, with benches for seats and painted wood for black boards. Its\nfloors were dirty, its yards unkempt, its toilets unscreened, often without\n\ndoors. There were common drinking cups and unjacketed stoves. The\nteacher, usually young and poorly trained, was absolute mistress of her\nrealm.\n\nCounty supervision has brought trained leadership to many benighted\nrural communities. Modern consolidated buildings have supplanted the\nout-of-date, one-teacher schools. Practical subjects have been added to\nthe curriculum. Programs of inter-school activities have been introduced.\n\nTrained teachers have replaced mere wielders of the birch. A new day\nhas truly dawned for the farmer and his family.\n\nThis discussion will deal with the administrative and supervisory duties\nof an Ohio county superintendent by presenting a few of his biggest\nproblems.\n\n"}
{"page": 610, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n1.\n\n565\n\nTHE PROBLEM OF BUILDING AND EQUIPMENT\n\nEducators everywhere have accepted centralization as the one practical\nsolution of the rural school question. It eliminates truancy, secures better\nteaching, enriches the course of study, makes recitations more interesting,\nprovides suitable recreation, increases the holding power of the school, raises\nthe moral standard of pupils and develops community spirit. It seems\nlogical, therefore, that the first objective of a county superintendent should\nbe a program of consolidation, which usually means a long series of better\nbuilding and equipment campaigns. There are such precious memories\nattached to the old home school, so many honest doubts as to the possibilities\nof improving that time-tested institution, such habitual objections to anything necessitating an increase in taxes, that the champion of centralization\nmust move cautiously, if he would succeed. His first step is to sell the\nidea to the local board, for that body must pass a resolution authorizing a\nvote before the proposition can be submitted to the people of the district.\nWhen once the board is ready to back the proposed program, a carefully\nthought out publicity campaign should be set in motion.\nII. THE PROBLEM OF DEMOCRATIŻATION\n\nWe hear much these days about democracy in education, and yet the\naverage school administrator is inclined to stretch his authority to the limit\nto make sure that his own ideas will prevail. The dictatorial method may\nput a program across with admirable dispatch, but it is apt not to stay put .\nSubordinates in the ranks appreciate the opportunity of expressing themselves on the questions of administrative policy. Board members and patrons like to exercise the prerogative of home rule. Even the child in the\nclassroom is not satisfied to be a nonentity with every thing prescribed\nand ready-made by some expert over-lord. A county school head has very\nlittle actual authority. He may nominate teachers, but the local boards\nneed not accept them. He may select textbooks, without any power to\n\nforce uniformity. He may write a course of study, but every school has\nthe right to reject it. He may draw up a scheme of county-wide extra\ncurricular activities, but the participation of the principals is entirely voluntary. Practically every dictum issued by his office is a mere scrap of paper\nif the local districts choose to make it so. If the county superintendent so\nformulates his administrative policies that every teacher in the ranks will\nhave a chance to express herself and will feel an obligation to help solve\nsome particular problem for the common good and if he takes the boards\nand the public into his full confidence, suddenly, as if by the irony of fate,\nhe will find himself possessed of almost absolute authority.\nIL THE PROBLEM OF COUNTY CONSCIOUSNESS\n\nAcity is fairly homogeneous in ideals and interests. The people habitually\nthink in terms of the common good. They have a spirit of loyalty and\nenthusiasm for their home town that gives every movement for civic betterment a decided initial impetus. On the other hand, a county is made up\n\n"}
{"page": 611, "printed_page": null, "text": "566\n\nNATIONAL EDUCATION ASSOCIATION\n\nof township and village units, whose purposes are comprehended by their\nown narrow boundary lines. Each one of these small political subdivisions\nhas its own court and its own police force. Its board of trustees builds its\nroads and its board of education runs its schools. So the county superintendent who would organize his schools into an efficient, cooperative, animated system must discover some means of welding these communities to-\n\ngether and making them boosters of the common good. A plan of inter\nschool contacts through athletic meets and literary contests works wonders\nin socialization. The wise county superintendent will take pains to develop\nan esprit de corps among his teachers. If he is a good psychologist he will\nhumor in his patrons the instinct of self-esteem.\nIV.\n\nPROBLEM OF INSTRUCTIONAL STANDARDS\n\nWhat constitutes a school ? Not the building, furniture and books; not\nthe board, superintendent and pupils. All these are necessary trappings,\nbut they are materialistic and mechanical at best. The teacher is the soul\nof the school. She is the vitalizing force that gives color and expression\nto the whole business of education. She raises the curtain of ignorance,\nthat self-satisfied children may peep at the alluring scenes beyond. She\nputs into popular practice the approved theories of righteousness, justice,\nand truth. She fires listless youth with a desire to climb high and a confidence of success. Hats off to this savior of our institution, this molder\nof our destiny. How important it is, therefore, that only high-grade\nteachers be selected and every possible means be afforded them to improve\nin service. Salary schedules based upon training and experience and teaching skill should reward those deserving of promotion and keep them in the\nsystem. A comprehensive standard test program should be given each year\nfor the purpose of locating weaknesses in classroom procedure.\nV.\n\nTHE PROBLEM OF A MODERN CURRICULUM\n\nThe educative process is not a static thing. It constantly changes and\ngrows to meet the needs of the generation it serves. The evolution of\nsociety with its sudden demands for skill in unexpected directions is cue\nenough for the school to modify its program. The educator, who puts out\na product-standard a score of years ago-to fit the requirements of today,\nshows about as poor judgment as the modiste who would dress the 1925\nsociety girl in hoop skirt and bustle.\nThose responsible for the administration of the Portage County schools\nbelieve that the pupil whose training is confined to the customary classroom\nroutine is only half educated; that he needs to make social contacts and\nhave actual experience in order to grasp the real meaning of the printed\npage; that he should enrich and clarify his own meager concepts by reading\n\ngood books and meeting great men. They consider the memorization of a\nscientific theory less important than its verification in the laboratory. They\nbelieve that the rural child is entitled to the same symmetrical education\n\nas his city cousin, and the day is not far distant when he will come into his\ncomplete inheritance.\n\n"}
{"page": 612, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n567\n\nTHE HELPING TEACHER PLAN IN MAINE\nFLORENCE M. HALE, STATE AGENT FOR RURAL EDUCATION\nAUGUSTA, MAINE\n\nThe State of Maine recognizes its responsibility in bettering rural school\nconditions in those small places that cannot adequately meet their own rural\nschool needs. Therefore, the State annually appropriates money to carry\non a special \"helping teacher training school\" each summer at Castine,\nMaine. Each superintendent of schools may nominate a rural teacher as\n\"helping teacher\" and send her to this school. She must be a normal\ngraduate (or the equivalent), and have had from two to five years of\n\nsuccessful teaching in rural schools. She must be of good personality. Her\nexpenses to and from the school ( from her home town) and while in attendance are met by the State. At the end of the next school year, if she\n\nhas performed her work as helping teacher satisfactorily, she receives, in\non check, a bonus from the State equal to 25 per cent of her regular salary\nfor the year.\n\nThe duties of the helping teacher briefly stated are: To make her own\nschool a standard school; to arrange her school week so as to have her\nschool in session on Saturday instead of Monday. On this Saturday, the\nsuperintendent of schools may direct his young and untrained teachers to\nvisit the helping teacher's school for observation and advice; on Mondays\nthe helping teacher, upon request of the superintendent of schools, visits\nthe schools of teachers who are needing help and does all she can to advise\nand help them both in method work and in discipline; she keeps a careful\nrecord of the visits to her school and assistance given and of her visits to\nthe other teachers' schools. These are submitted to the superintendent and\nto the State Department when requested.\n\nTh plan has surpassed the expectations of State Commissioner Thomas,\nwho originated it, in five ways : ( 1) an increase in the number of trained\nteachers willing to take up rural work; (2) introduction of better methods\nand ways of discipline into the small, poorly paid schools; (3) more community activities carried out; (4) a greater understanding and respect for\n\nrural education throughout the State; (5) many helping teachers themselves have become ambitious for more education for themselves, spreading\nthe idea of the necessity for summer school work of an advanced type.\nAn interesting feature of the helping teacher school itself is that no\noutside study is required, but all of the work of the day is carried out along\nthe plan of the socialized recitation, round table discussion, and as superised study.\n\n"}
{"page": 613, "printed_page": null, "text": "568\n\nNATIONAL EDUCATION ASSOCIATION\n\nLESSONS IN SUPERVISION OF RURAL SCHOOLS FROM\nTHE INDIANA EXPERIMENT\nHILDA HUGHES, SUPERINTENDENT OF LAGRANGE COUNTY SCHOOLS\n\nLAGRANGE , INDIANA\n\nThe Indiana Legislature of 1921 provided for an Education Survey Commission to make a study of our public school system. The Commission\nsought the coöperation of the General Education Board of New York City.\nThe report of the Commission revealed that the rural schools of\nIndiana are not succeeding in the instruction of the fundamental tools\nof knowledge. But this report did not result in awakening the people\nto the end that they provide for the rural children, schools which would\ngive the children mastery of fundamentals. The Education Survey Commission proposed the County Unit Bill, which provided not only for a\nmore economical and efficient business administration of our schools but\n\nfor supervision of classroom instruction. The bill failed. State Super-\n\nintendent Burris asked the General Education Board to help us by providing additional information to the people through a demonstration of\nsupervision.\n\nThe General Education Board placed in the hands of our State superintendent, funds for two demonstrations to cover the school years 19231924 and 1924-1925. Indiana University released Doctor Smith, dean\nof its school of Education, to direct the demonstration. A contract was\nentered into by Superintendent Burris with the township trustees of Johnson and Lagrange counties. The demonstration purposed to show what\nsome of the features of a county organization could do to improve our\nschools. The agreements entered into with the trustees covered the\nbusiness side as well as the educational side of school work, but because\nthey refused to coöperate on the business side, this part of the demonstration was dropped. Two supervisers were placed in each county. In\nJohnson County Mina Longvick and Rachel Anne Fuller have carried\n\non the work during the two years; unfortunately, in Lagrange County\nwe have had four supervisers, Ina Barnes and Earna Hildebrand began\n\nthe work. In January of the first year, Miss Barnes died; Jonine Amindsen succeeded her. Due to the illness and death of Miss Barnes, her\nschools were three months without supervision. In the spring of 1924,\nMiss Hildebrand married one of our trustees . Alice Krackowizer took\n\nMiss Hildebrand's place. Miss Krackowizer was not employed last fall\nuntil after we had had our week of institute and schools had been in\nsession a week.\n\nIn a conference of supervisors and officials, it was agreed that the\nefforts of the supervisors should be restricted to reading, arithmetic, language, and spelling. Two control or compare counties were selected.\nThe four counties, the two without supervision or the control counties\nand the two with supervision, were tested each spring and fall by the\n\nGeneral Education Board. A preliminary report was published last fall.\n\n"}
{"page": 614, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n569\n\nThe per cent of progress in the supervised counties exceeded that in the\ncontrol counties by 14.3. The children in the demonstration counties\nreceived 22.9 days of instruction more than the children of the control\ncounties which at our current cost of instruction has a value of $38,539.48 .\n\nGrades 3 and 4 made little gain. They were three months without supervision. Our large schools made greater gains than our small schools .\nLittle gain was made in spelling and arithmetic reasoning. In Lagrange\nCounty neither was stressed last year. In every grade the demonstration\ncounties had the greater per cent of retarded pupils. No results except\nthose published in the preliminary report were given to either county from\nthese tests.\n\nThat my discussion today might include Johnson County I gave my\nmanuscript to County Superintendent Yount, Miss Longvick, and Miss\nFuller and requested that they check all statements which are true of\nJohnson as well as Lagrange. Superintendent Yount says : \"I was\n\ngreatly impressed with the thought that had I written a similar paper,\nI would have had about the same material and emphasized almost the\n\nsame things. About everything you say applies to Johnson. In a few\nplaces, I have marked for special emphasis but generally all points apply.\"\nI will mention the points he marked. We speak of this venture as a\ndemonstration of supervision because we know that the supervision is\n\nno longer an experiment. It has been an experiment only in the sense\nof whether supervision will solve our problems.\nIt was an experiment to attempt to do anything by way of improvement\nwith Indiana rural schools. The Survey Commission Report told us that\nour rural children were two years retarded. We believed it, because\nwe felt sure something was wrong. Since the work of supervision has\nbrought part of our schools up to standard, I now know that we neither\n\nknew it nor actually believed it. Our imaginations did not tell us what\na difference there would be in our pupils if they were not two years\nretarded.\n\nThose of us who have watched the demonstration have seen mentally\nstarved children given food and life. The facts disclosed by the Survey\nhave become realities. The biggest general lesson it has taught is the\nvalue of demonstrating that which you wish to get across to the public.\nNot only has it educated the public, but the educators who have been\nassociated with it.\n\nWe are all convinced of the needs and convinced that\n\nsupervision can remedy them.\nI had visited our county schools three years before we had supervision,\nbut I saw more the first year of supervision than I had seen in the other\nthree years. The two years' work has revealed the serious weakness\nof our Indiana school system. In Indiana we have a township trustee\nsystem. The trustee is all powerful. The day after our contract was\nsigned the trustees were notified that coöperation with the demonstration\nwould be loked upon by the State Trustees Association as an act of\ndisloyalty. During these two years an intense fight has been waged\n\n"}
{"page": 615, "printed_page": null, "text": "570\n\nNATIONAL EDUCATION ASSOCIATION\n\nagainst the demonstration, a fight against county unit. In our own county,\nfour trustees have made themselves living arguments for county unit.\nThe trustees have advanced the argument: \"Keep the schools in the\nhands of the people.\" In LaGrange County three thousand patrons petitioned for the demonstration. One of the four opposing trustees comes\nfrom a township where every patron signed the petition. Out of loyalty\nto the State Trustee Organization, he has placed every possible handicap\nupon the supervision. The demonstration should teach Indiana that she\nneeds a school system in which the child cannot be exploited by outside\ninterests.\n\nI mention this because of the lesson it holds for Indiana, because it is\nonly fair to supervision that those of you who are from other States should\nread any report of this demonstration with the knowledge that the results\nobtained came in spite of opposition.\nFrom the first we have had the loyalty and support of some of the\ntrustees, others gave their supoprt when they saw the benefit to their\nschools. Now we have the coöperation of all except four. If Indiana\ncould always have trustees who are as open-minded and eager to serve\nthe child's interests as our best trustees have been, our schools might be\nperfected with the trustee system.\n\nI am convinced that rural school supervision in Indiana will never succeed until a larger school unit than the township is established.\n\nThat you may better evaluate the results obtained in Johnson and\nLagrange Counties, I will outline our conditions. In Johnson they had\nthe first year eighteen one-room schools and ten consolidated schools while\nthe second year they had only 13 one-room schools; but had twelve consolidated schools. We had thirty-five one-room schools last year and\nnow we have thirty-three. We have twelve consolidated under the county\nsuperintendent, and the LaGrange School, which has a superintendent of\nits own, was included in the demonstration.\nPrior to the demonstration we had had two years of unusually good\nhealth work done in our county. The same county nurse, Edith Kesler,\nremained during the demonstration. We have a county teacher of instrumental music, a county art supervisor who, however, has only seven of\nour schools. We have a full-time attendance officer, a full-time assistant\ncounty superintendent and a county agent who conducts club work. The\nsupervisors had a full-time stenographer. The greater part of the west\nhalf of the county is settled by Amish. It is against the religious belief\nof the Amish to send their children to high school, which according to\nour State Attendance law, they are compelled to do. The Amish situation\nhas brought our schools into politics. I am reliably informed that our\nteachers were not so well trained as those in the control counties.\n\nIn spite of almost impossible handicaps, supervision has succeeded.\nSupervision will sell itself to teachers within a year. The success of supervision in LaGrange County is due to this fact. Opposition cannot keep\n\n"}
{"page": 616, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n571\n\nit from the children. Give the Supervisor a chance to reach the children\nand the child's mind eagerly grasps for the advantage.\nI do not feel that the report tells a true story. Various influences and\npowerful pressure were brought to bear upon many teachers, and some of\nthem failed to coöperate rather than lose their jobs. These schools bring\ndown the general results. If the report could be restricted to those schools\nwhere supervision was actually demonstrated, the gains shown would be\nfar greater. It took some teachers a year to appreciate supervision. Be\nit said to the credit of the teaching force of LaGrange County that now\nevery one of our best teachers is an advocate of supervision. These\nteachers have done all in their power to have it continued. It is certain\nthat we will have one supervisor for next year.\nSupervision has freed our minds of blaming the child for poor progress .\nIt has proved to us that our children are perfectly normal with a fair\nchance. Our rural children have responded with amazing quickness to\nproper stimulus and correct methods.\nOne of the first things supervision did for us was to bring in over three\nthousand books. This was due the generosity and courtesy of the book\ncompanies that loaned these books for the demonstration. Our children\nwho had been reading one book a year, now read books by the dozen.\nThey have so completely shown us the necessity of books that now we do\nnot feel that a school is a school without them.\nIn the consolidated schools special methods were worked out to solve\n\nthe problems.\n\nIn several grade rooms the children were divided into\n\ngroups according to their reading ability. Each group had a leader. The\nteacher always met with the leader prior to a recitation. Every one was\nexpected to become a leader by doing superior work. It was also possible\nto go from one group to another. This plan worked so well that one room\nadvanced 50 per cent in six months. Some teachers were especially successful in using the speed tests. For example, one boy increased his rate\nthis year from forty words per minute to one hundred seventy-two.\nIn one Amish school where the parents do not want their children to\n\nlearn for fear they may be promoted into high school, the reading problem\nwas so solved that the children lost themselves and read and read.\n\nDo-\n\nmestic Science girls made an ideal farm home and the boys made an ideal\nbarn. The children sent for domestic science and agriculture bulletins\nall over the United States.\n\nIn the lower grades we have been taught to change completely our\nformer procedure. Our children have been given pre-primer work. We\nused to read just one primer, now we read eight or more. We used every\ndevice to get the child to read and think what he was reading.\n\nIn the\n\nfall labe's were pasted on all objects. Directions and duties were written on the board. Calendars and weather charts used. The supervisors taught us many ways of giving word and phrase drills, especially\nby flash cards. The children read their own language stories.\nThey illustrated their stories on the sand table. Educative seat work\n\n"}
{"page": 617, "printed_page": null, "text": "572\n\nNATIONAL EDUCATION ASSOCIATION\n\nhas been developed until we now look upon it as invaluable.\n\nPuppet\n\nshows have added zest to reading. One of the major things supervision\n\ntaught us is to correlate. Geography has been greatly improved and\nused to solve the reading problem.\nOne of our outstanding successes has been the correlation of art.\n\nMr. Bruce, our county art teacher, has coöperated with our supervisors\nto the end that when it came to our exhibit, it was impossible to tell\nwhich work belonged to Mr. Bruce and which to the supervisors. While\nwe have had excellent results in art, the art work has enriched our other\nwork.\n\nIn arithmetic they taught us the values of the practice tests, of flash\ncards, and many special methods for teaching combinations. We have\nhad a store in nearly every school. They showed us how to teach our\nchildren to reason.\n\nThe results of the tests given by the general education board show that\nour greatest gain has come in language. This is true because the supervisors have so enriched the lives of the children we opened up a new\nworld to them. Out of their experience has come expression. They have\ntaught us to train our children in better language usage. In language\nas in other subjects, we have been administering doses mechanically. Now\nwe give homeopathic doses and make sure that the child has acquired the\ncorrect habit before new habits are introduced.\n\nWe teach until we estab-\n\nlish correct usage.\n\nOur first graders can now write a correct sentence. In pre-demonstration days, I was concerned about the monosyllabic replies that our children\ngave to any attempt at conversation. Now our children have developed\nfair ability as conversationalists and even first graders can discuss and\nexplain their accomplishments. A little first grader recently did this very\nsuccessfully before a club of eighty women.\nThe report indicates that progress made in the consolidated schools was\ngreater than in our one-room schools. The teachers of a consolidated\nschool are less directly open to the influence of a trustee. There is\nanother factor for consideration. In Indiana we have been spending all\nour money on our consolidated schools. Nearly every consolidated school\nhas a high school and the department has set up standards that must be\nattained before a commission is granted. Trustees have come to these\nstandards and have let their one-room schools go. There has been a\nwidespread belief that sooner or later consolidation would come and it\nwould be a waste of money to perfect one-room schools. Many believe\nthat neglect of the one-room schools is the way to bring consolidation.\nThese factors have resulted in unfortunate conditions in one-room schools.\n\nMuch had to be done for our one-room schools before it was possible to\nget results that are measurable. The unmeasurable results in our thirtythree one-room schools have been one of the real results of the two years.\nI visited a one-room school in a township where the trustee had used\nhis power to prevent the teachers from coöperating. The teacher is a\n\n"}
{"page": 618, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n573\n\nbeginning teacher and this school represented nearly pre-demonstration\nconditions. The teacher is the average in personality, intelligence, and\nability. It could not be said that she had not benefited from supervision\nbecause she was associated with teachers who were developing because of\nit; she had had some bulletins and two visits from the supervisor. I could\nsee evidence of a carry-over of benefit. I visited one hour. Five children\ndid nothing. One little girl who sat next to the hot stove with her\ncoat on, turned around in her seat and gazed at us. Except for dilatory\n\nspurts of study, eleven of the thirty-five pupils in that school were idle\nduring the hour.\n\nThe teacher was conducting review lessons. Questions were asked\nand answered by the teacher, but only five were correctly answered by\nthe children. The results in the first and second grades were pathetic.\nWhen I came into office, we had about three or four unusually good oneroom schools which even then made the general condition stand out in its\nalarming significance. All over the county children were idle. In many\ncases when they were occupied, it was with such useless activities as laying\ntoothpicks or some other device for preventing idleness. Many times the\n\nteacher displayed her fund of knowledge by answering all the questions,\nbut the children revealed alarming ignorance. The general physical con-\n\ndition was poor. Too often, was found the common tin cup, only one\nwash basin with little evidence that it had been used.\n\nChildren were\n\nsitting in seats that did not fit them.\nTwo years ago Dr. Shaw and I surveyed the conditions of the one-room\nschools in the county. We found over one hundred children whose feet\ncouldn't touch the floor. The rooms were dirty and unattractive, either\noverheated, or too cold and poorly ventilated and lighted.\nThe children had little pride in themselves, their work or their school.\nThe schoolhouses had in them such old equipment as broken desks, dilapidated globes, maps that had served their day, torn dictionaries, books with\ntheir backs off and leaves gone, broken pieces of furniture, torn window\nshades, that wouldn't roll, broken steps, broken locks and a window pane\nout here and there. The school yards were full of weeds, sticks, stones,\nand rubbish. The toilets were unsightly, and only a few were screened.\nIt is no wonder that in this setting we found children who didn't\ncare.\nAs long as I live, I shall be able to see those dirty unattractive\none-room schools, to feel their stuffy heat, and to hear that awful monotonous drone that was called reading, to see those stolid blank faces of\nlittle young old men and women !\nSupervision has taught us that all this must be changed. I can today\ntake you to all but three or four schools and show you first of all, live,\ninterested, neat, courteous children who are directed by a teacher who\nstays in the background, guiding and directing, while the children meet\nyou at the door and welcome you. The present home-like atmosphere\nin those schools presents the contrast with the past that there is between\na real home and a jail. Teachers and children have coöperated to make\nthose rooms neat and clean, ventilated and uniformly heated. Every room\n\n"}
{"page": 619, "printed_page": null, "text": "574\n\nNATIONAL EDUCATION ASSOCIATION\n\nhas window boards and careful attention is paid to the lighting.\n\nIn\n\nseveral schools where the walls were black with smoke they washed them.\n\nThe hundred children whose feet were dangling now have foot stools, or\nsome similar device. The yards have been carefully cleaned, raked, stones\nand rubbish removed and all weeds pulled, trees and shrubs have been\nplanted on most lawns and in several the children have flowers. Long\nbefore you reach the buildings, you can see their flags waving.\nThe work the children are doing inside represents greater departure\nfrom the dead routine of pre-demonstration days than these physical conditions do. I have seen children too eagerly interested in their lessons to\nkeep their seats. Eighth-grade boys who used to slouch to class and\nmumble and stumble through a few paragraphs now look at you with a\nflash of pride in their eyes and astound you with their accomplishments.\nNo statistical report can half tell you the true story of the results.\nBecause it can't portray our biggest evidence of success-the looks on the\nfaces of the children. I do not wish to overdraw my picture, because\nwe have by no means reached perfection.\nThe rural children need the touch of the outside world.\n\nTheir isola-\n\ntion is stultifying. The rural child needs stimulation. The demonstration\nhas proved for us that the only way for improvement in rural schools\nunder present Indiana conditions is to reach the child. The present attitude of the farmer makes it hard for any one to get his confidence as his\nown child can do.\n\nSupervision has taught us the value of supplementary materials. They\nhave taught us how to secure aids from the advertising world and how\nto draw upon our surroundings for valuable material. They have taught\nus the value of simple devices. They have taught us the absolute necessity\nofmonthly visits. Of institutes or group meetings where they may instruct\nthe teachers along the line of their needs.\n\nEach month, then each visit\n\nserved two purposes. The supervisor was looking for the common needs\nthat she might give remedial work at the next institute and was watching\nto see if the suggestions she had given had been successfully carried out.\nOur teachers were divided into five groups for institute. These group\nmeetings rotated around the county. Inasmuch as the teachers attended\ninstitutes in a group of like interests under the direction of an expert, these\nschool meetings became important agencies of teacher training. Mr. Ramsey introduced the clinic. It is now one of the most popular forms of\nteachers' meetings. The supervisors have taught us the value of bulletins\nas supervisory aids, but they also taught us that even these need to be\nused advisedly and under direction.\n\nThe ethics of the supervisor make it difficult for supervision to put\nitself across to the public; I understand that the best supervisory practice\nis to work through the teacher. We have learned that parents will little\nunderstand unless they are actually shown what improvements they can\nattribute to supervision.\n\nIt has not been the policy of the demonstration to conduct a publicity\ncampaign.\n\nIn Lagrange County the teachers have so wanted supervision\n\n"}
{"page": 620, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n575\n\ncontinued that they have endeavored to have it better understood by the\npublic. Our teachers believe and know the rural child is being deprived\nof his rights. They have been working with the local organizations which\ntwo of our powerful State organizations which touch rural communities,\nthe Farmers' Federation and Club Women. Committees from these\norganizations have visited our schools. In each case the committees'\n\nreports showed their enthusiasm for the results of supervision.\nChildren from various schools demonstrated to eighty club women what\n\nthey could do. The program was made up of actual classroom work.\nRepresentative work was also exhibited to these women.\n\nEight clubs\n\npassed resolutions pledging themselves to make the improvement of rural\nschools their job. I wish to quote to you some of the things those farmers\nsaw in our schools :\n\nThat supervision has increased the efficiency of our teachers from 10 to 100\nper cent and permitted them to do more and better work according to their own\nstatements.\n\nThat generally there is no objection to the present plan of supervision.\nWe, as a committee, having made certain investigations as to the conditions\nof the rural schools of La Grange County under rural supervision find the best of\n\ncoöperation between teacher and pupil. We find the pupils always courteous and\nhelpful to their teacher and practicing management in the way of cleanliness and\nsanitation; we find interest displayed by pupils in the school under supervision .\nThe pupils not only acquire the fundamentals that we had or should have had\nwhen we went to school, but fifteen or twenty other things in the same time at\nthe same expense and school work has become a pleasure, whreas it used to be\na task for us. It has brought the shy children out so that they are free and easy\nwith vi itors, pleased to talk with you and show you about their work done under\nsupervision. We saw examples of self-government and coöperation. For example,\n\nin the Wortinger school a committee of self-delegated boys was raking and burning the trash in the yard preparatory to leaving the school yard in a sanitary\ncondition. Also, the girls were planting flowers in the different nooks and corners\naround the schoolbuilding, which surely looked their efforts.\nIn every case we found the teacher in perfect sympathy with the supervisors.\n\nI have here letters from the educators who tested in our county, saying\npractically the same thing. Also letters from teachers and principals and\npatrons, expressing their appreciation for the results of supervision.\nSince the demonstration was planned for only two years, it was necessary to concentrate upon particular features of the work in order to get\ndefinite measurable results within a given time.\nMany of the more intangible results of supervision are of far greater\nlife value to the children than is mere improvement in subject-matter,\nimportant as this is admitted to be. In a program of continued supervision\nthese larger aims are of primary importance. They are unifying elements\nwhich determine the purpose for which the more measurable factors are\nintroduced, and hence the place which each is to hold in the general scheme.\nWorking in this demonstration from a different angle entirely, we have\nnevertheless brought about a realization in some measure of these larger\nvalues. I cite some of the most important as I see them. Superintendent\nYount checked each of the following:\n\nGreater civic pride.\n\n"}
{"page": 621, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n576\n\nBetter observance of health habits.\n\nGreater courtesy and good manners in everyday behavior.\nGreater accuracy of thinking, developing habits of truthfulness and\nhonesty.\n\nGreater originality and initiative, resourcefulness showing itself in more\nintelligent self expression, (underlined by Superintendent Yount) .\nGreater ability to reason.\n\nGreater ability to comprehend oral and written language.\nGreater ability to answer questions squarely. (This year I was able\nto raise the standard for eighth grade promotion and yet promote a\ngreater per cent than ever before. Their improved ability to answer\nquestions squarely was very marked.)\n\nGreater ability to follow directions intelligently.\n\n(Underlined by\n\nSuperintendent Yount.)\nGreater interest in school work resulting in willingness to work harder\nand to see a task through to the end.\n\nGreater ability to attack independently new problems coming up.\nGreater desire and ability to engage in group activities.\nBetter results in the fundamental school subject.\nThese two years of supervision have proved the advisability of educational demonstrations, because it has shown to everyone who has kept in\ntouch with the demonstration, the needs of our schools and the solution\nmore successfully than dozens of surveys could have done. It has been a\nvery happy departure from our educational tendency to survey and survey\nand never solve.\n\nIt has proved that the interest of the rural child can never be safe\nuntil the power is placed in the hands of professional educators, that\nsupervision is so fundamentally right that it will succeed in spite of\nhandicaps, that the teachers who are in the work because of their love\nfor children cannot be kept from accepting it even though their jobs may\ngo. It has taught us that scientific methods applied intelligently under the\ndirection of a trained specialist can quickly solve the rural school problem.\nFor LaGrange County these two years have done many remarkable\nthings but for the rural children at large it is very unfair to close this\ndemonstration at this time and call it an experiment in supervision. It is\nunfair because LaGrange County, is only now ready to give supervision a\n\nfair chance. This statement was underlined by Superintendent Yount with\nthe comment that the last six months have been a revelation which ex-\n\npresses exactly what I have experienced in LaGrange County. Pupils,\nteachers, and patrons, are just coming to an appreciation of its real value.\nIn short, it has taken these two years to lay a foundation. From the\nillustrations of what we have done you can well understand that up to\ndate it has been necessary for the supervisors to confine their efforts to\nsimple and generally accepted practices. One more year could demonstrate to the world what supervision can actually do. I have here copies\nof the preliminary report for distribution and samples of work which\nshow the results I claim.\n\n"}
{"page": 622, "printed_page": null, "text": "Department of School Health and Physical Education\nSECRETARY'S MINUTES\nOFFICERS\n\nPresidentCHARLES H. KEENE, Director, Health Education, State Department of Public\nInstruction\nHarrisburg, Pennsylvania\nVice-President-MELVILLE STEWART, State Supervisor of Physical Education\nCharleston, West Virginia\nSecretary-Treasurer-KATHARINE H. K. WOLFE, Director of School Health, Board of\nEducation\nLincoln, Nebraska\n\nHistorical note-The Department of Child Hygiene was known as the Department of Child Study until July 13, 1911. See Proceedings of 1911, page 870. The\nDepartment of Child Study was created at the Asbury Park meetings, July 10,\n1894. See Proceedings of 1894, page 40. In July, 1924, the department was\nmerged with the Department of Physical and Health Education under the name\nof the Department of School Health and Physical Education. See Proceedings of\n1924, page 96.\n\nThis Department meets once a year, in June.\n\nThe first session of the Department of School Health and Physical Education\n\nwas held on Monday afternoon, June 29, in the Spink Arms Hotel. The program\nwas as follows :\n\nTWENTY YEARS OF MEDICAL INSPECTION IN THE PUBLIC SCHOOLS OF MILWAUKEE\n\nGeorge P. Barth, Director of School Hygiene, Milwaukee, Wisconsin.\nEDUCATION FOR HEALTH IN RURAL SCHOOLS\n\nS. H. Replogle, Assistant Superintendent of Allegheny County Schools, Pittsburgh, Pennsylvania.\nHEALTH PROBLEMS IN TEACHER TRAINING INSTITUTIONS\n\nAmbrosie L. Suhrie, Professor of Normal School Education, School of Education, New York University, New York City.\nPREPARATION FOR SCHOOL LIFE\n\nH. M. Young, Associate Professor of Clinical Psychology, Indiana University,\nBloomington, Indiana.\nOn Tuesday afternoon, June 30, the following program was presented :\nMORAL TRAINING THROUGH PHYSICAL EDUCATION\n\nFielding H. Yost, Director of Athletics, University of Michigan, Ann Arbor,\nMichigan.\nIS SEX EDUCATION PROPERLY A PART OF OUR PROGRAM OF HEALTH EDUCATION ?\n\nE. F. Van Buskirk, Executive Secretary, Cincinnati Social Hygiene Society, Cincinnati, Ohio.\nTHE MORAL OBLIGATION TO BE PHYSICALLY FIT\n\nJ. Anna Norris, Director, Department of Physical Education for Women,\nUniversity of Minnesota, Minneapolis, Minnesota.\nTHE SCHOOL HEALTH IN ITS RELATION TO MENTAL HYGIENE\n\nThurman B. Rice, M. D., Associate Professor of Public Health and Sanitation,\nIndiana University, Bloomington, Indiana.\n\nThe officers elected for 1925-26 are : president, Melville Stewart, State Supervisor of Physical Education, Charleston, West Virginia ; vice-president, J. Anna\nNorris, Director of Physical Education for Women, University of Minnesota,\nMinneapolis ; secretary- treasurer, Frederick W. Maroney, Director of Department\nof Health Instruction, Public Schools, Atlantic City, New Jersey. Miss Elma\nRood, Director of Health Education, Child Health Demonstration, Mansfield,\nOhio, was elected to the executive committee for four years to replace Dr. William\nA. Howe whose term expired.\n[577]\n\n"}
{"page": 623, "printed_page": null, "text": "578\n\nNATIONAL EDUCATION ASSOCIATION\n\nTWENTY YEARS OF MEDICAL INSPECTION IN THE\nPUBLIC SCHOOLS OF MILWAUKEE\nGEORGE P. BARTH, DIRECTOR OF SCHOOL HYGIENE\nMILWAUKEE, WISCONSIN\n\nHealth work in schools by those trained in medical science is of comparatively recent origin.\nIt was not until December, 1837 when a Royal ordinance of France\ncharged the female supervisors of maternal schools with the special duty\n\nof watching over the health of their pupils, that health in schools received\nattention, though a dim awakening to the necessity for school sanitation\nis seen in the law passed in France in June, 1833, charging the school\ncommittees of the cities and towns with the care of keeping the school\nhouses clean.\n\n1842 and 1843 saw the advent of the school doctor for\n\nin that year decrees in France ordered that every public school for boys\nor girls should be visited by a physician who was to inspect the localities\nof the schools and the general health of the school children. Little was\ndone after that to develop school health supervision for about thirty years.\nIn 1874, Brussels, Belgium established the first complete system of medical\ninspection in the modern sense of the term. Physicians were required\nto visit schools three times per month. From that time on, the spread\nand growth of school inspection was rapid.\nIn our own country probably the first medical inspector of schools was\nDr. Morcan Morse of New York City. In November, 1894, Boston\nestablished an organized system of medical inspection with the appointment of fifty school physicians. From this date, health work in schools\nby those specially qualified spread with great rapidity throughout the\ncountry. September, 1907, the President of the Milwaukee Medical\nSociety appointed a committee to determine the advisability and need for\nschool medical inspection in Milwaukee, Wisconsin.\nThree representative schools selected by the superintendent of schools\nwere p'aced under the supervision of six members of the society for the\nperiod of one month. Daily examinations were made in these schools and\nthe conditions found were tabulated.\n\nThese were of such character that\n\nan urgent plea was sent to the school board December 1, 1908, for the\nimmediate institution of medical supervision for all schools.\nThe board acted favorably on this plea April 6, 1909, and, a medical\ninspector began his duties April 13, 1909, his jurisdiction extending to\nthe public schools only, however.\nThere were at that time fifty-four grammar schools with an enrolment of 36,990; four high schools with 2966 pupils and one trade school\n\nwith 117 students. A preliminary survey was made, and an organization\nplanned. On October 1909, five assistant medical inspectors were appointed. This was increased to ten February, 1910.\nThe school board of Milwaukee had a broad and liberal conception of\n\n"}
{"page": 624, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 579\n\na department of medical inspection as is evidenced by the following rules\nwhich were adopted September, 1911 :\nArticle 1. The Medical Inspector shall, under the direction of the board and the\nsuperintendent of schools have a general supervision of the hygiene and sanitation of school grounds and school buildings and of the health and physical welfare of school children, teachers and janitors, in matters peculiar to the medical\nprofession, and of the manner of conducting medical inspection of schools. He\nshall appoint, subject to confirmation by the board, assistant medical and dental\ninspectors and nurses, and such other assistants as may be authorized by the\nboard.\n\n2. The medical inspector of schools is the expert advisor of the board and of\n\nits committees on all questions of school hygiene, and as such shall be privileged\nto attend all meetings of committees and the board affecting such questions.\n3. He shall perform such other duties as may be assigned to him by the rules\n\nof the board or by the superintendent of schools. The assistant medical and dental\ninspectors and nurses shall assist the medical inspector in the discharge of the\n\nduties devolving upon him. They shall be under his direction, and perform such\nduties as he may require. The principals and teachers shall see that the rules\n\nand directions of the medical inspector are properly carried out.\n\nSuch liberal rules permit of a splendid development of a department ,\nbut do not present a cure for a chronic ailment of its creator, i.e., lack of\nfunds.\n\nThe general plan upon which the department was organized was the\ndistrict plan-that is, the city was divided into approximately equal districts with respect to school population, and, a school doctor and school\nnurses being placed in charge of each district .\nThe plan somewhat modified is in operation today, although changes\nare contemplated this fall, because the number of doctors and nurses\navailable have not kept pace with the growth of the city, and, of its\nincreased school population-again that seemingly incurable complaint\nof lack of money.\n\nWith respect to the teachers, the rules of the school board September 7,\n1909, were as follows:\nSection 13. Principals and teachers absent from school on account of personal\nillness shall be allowed half pay for not more than twenty days in any school\nyear; for the absence beyond twenty days no allowance shall be made. except\nthat teachers who have been in the service of the board for more than twelve years\nwithout leave of absence on half pay, may, upon recommendation of the committee\n\non examination and appointment, be allowed by the board leave of absence with\nhalf pay for a period not to exceed three months ; or those who have similarly\n\nserved twenty years shall be given five months' absence with full pay, when such\nabsence is caused by severe personal illness of an extreme nature-the report of\n\ntwo reputable physicians, selected by the board, in addition to the family physician,\nbeing required.\n\nThese were modified April 2, 1912, and again on March 1, 1921 , as\nfollows :\n( a) Principals and teachers absent from school on account of personal illness\n\nshall be allowed half pay for not more than twenty days in any one school year ;\n\n"}
{"page": 625, "printed_page": null, "text": "580\n\nNATIONAL EDUCATION ASSOCIATION\n\nfor absence beyond twenty days no allowance shall be made except that teachers\nwho have been in the service of the board for more than twelve years without\n\nleave of absence on half pay, may, on account of personal illness, upon a favorable\nreport from the chief medical inspector as to such illness, and, upon recommendation of the committee on examination and appointment, be allowed by the board,\nleave of absence with half pay for a period not to exceed three months ; teachers\nwho have been in the service of the board for more than twenty-four years with-\n\nout leave of absence on half pay, may on account of personal illness, upon a\nfavorable report from the chief medical inspector as to such illness, and, upon\nrecommendation of the committee on examination and appointment, be allowed\nby the board leave of absence with full pay for a period not to exceed three months ;\nteachers who have been in the service of the board for twenty years or more\n\nwithout leave of absence on half pay may, on account of severe personal illness\nof an extreme nature, after an examination by the chief medical inspector together with one of the assistant medical inspectors, and favorable report by them\nas to such illness being of an extreme nature, upon recommendation of the committee on examination and appointment, be allowed by the board leave of absence\nwith full pay for a period not to exceed five months.\n\nThe present rule passed January 3, 1924, reads, as follows :\nPrincipals or teachers on the permanent list who are absent from school on account of personal illness for more than ten consecutive school days in the school\nyear may request an examination by the Health Department, and, upon that Department's recommendation to the Superintendent and the Superintendent's recommendation to the Appointment Committee half pay sick leave may be allowed for\nthe balance of the term, or of the school year ending in June as may be considered\nnecessary. Any principal or teacher returning from sick leave must present\nto the Superintendent's office a health certificate from the Health Department\nbefore reassignment by the Superintendent.\n(2) No person hereafter appointed teacher or principal shall begin service\n\nwithout having secured a certificate of sound physical health from a physician\nselected by the board. Such certificate shall be secured and filed with the secretary\nsome time between receiving notification of election and beginning of service. A\nsimilar certificate of sound physical health shall be secured and filed with the\n\nsecretary by each teacher and principal during the first semester of the fourth\nyear of the probationary period. Failure to secure and file such certificate as\nherein provided shall be cause for termination of service at the end of the said\nsemester.\n\nPassed February, 5, 1924.\n\nSoon after the inauguration of medical inspection in the public schools\nrequests for the extension of the service to their school began to come in\nfrom parochial schools. This would require special legislative action and\nthe board was not ready to seek this. To meet this growing demand a\ndepartment of medical inspection for the parochial schools modeled on\n\nthat of the public schools was organized in the Health Department January 1, 1917, with five school doctors and five school nurses. There were\nat that time sixty-five parochial schools with an enrollment of 24,760\nchildren.\n\nAfter various conferences, it was finally decided to amalgamate the\ntwo departments doing school health work, and place all the health work\nin the schools under one control in the health department. Immediately\n\n"}
{"page": 626, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 581\n\nfollowing this, health supervision was extended to all public, parochial\nand private schools, and, to the vocational school.\nThis amalgamation took place October 7, 1919. There were then :\nPublic High Schools .\n\n6\n\n\"\n\nSchools of Trade .....\nGrammar Schools\nSchool for the Deaf ...\n\nEnrolment\n\n6,684\n\n\"\n\n994\n\n2\n\"\n\n65\n\n49,032\n\"\n\n96\n\n1\n\n125\n\n1\n\nParochial High Schools ...\n\"\n\n“\n\nGrammar Schools ......\nPrivate\n\n65\n\n\"\n\n26,009\n“\n\n291\n\n1\n\"\n\nContinuation School ..\n\n1\n\n8,687\n\n142\n\n91,918\n\nThere are now 155 schools with an enrolment of 105,643 operating\nwith the same staff of physicians, and an increase of thirteen nurses. The\ndental service was developed, but, to an inadequate degree.\nWith the opening of schools in September, there will be 162 schools\nowing to annexation of territory to the city.\n\nPrevious to the inauguration of medical inspection in the schools, the\nVisiting Nurses Association had assigned two nurses to work in the schools\nas part of their duties. With the appointment of a medical inspector of\nschools on April 13, 1909, these two nurses were assigned to do school\n\nwork exclusively at the expense of the Association.\nWith the increase of the number of school medical inspectors to ten,\nthe number of nurses assigned to school work was increased to four.\n\nOn January 3, 1911, the school board, included $2000 in its budget to\npartially re-imburse the Visiting Nurses Association for the expense involved. In 1913, five nurses were assigned to school work for ten months\nand one for two months. The school board then voted $5000 annually\nto the Visiting Nurses Association .\n\nThis arrangement continued till January 1, 1916 when a department\nof school nurses was established by the school board consisting of one\nhead nurse and ten assisting nurses. With the amalgamation of departments, the number of nurses increased to forty-seven. This was increased\nto fifty-four in 1920 and to sixty in 1921, and, it has remained at that\nsince.\n\nIn 1920 specialized nursing was discontinued, and, the community form\nof nursing service was put into operation. Under this plan about one-half\nthe time of nurses is devoted to school work, and, school cases.\nThe Milwaukee Odontological Society appointed a committee to examine\nthe mouths of school children in the intermediate grades of three schools,\nand, sent the result of such survey to the school board June 30, 1909,\nwith the recommendation that school dentists be employed in addition\nto school doctors. Some of the dentists of the city incorporated themselves\nas the Milwaukee Public School Free Dental Clinic Association, and,\nagreed to fully equip and operate a dental clinic in the offices of the medical\n\n"}
{"page": 627, "printed_page": null, "text": "582\n\nNATIONAL EDUCATION ASSOCIATION\n\ninspection bureau provided the school board would appoint a dental in-\n\nspector. This was agreed to and, a part time dental inspector was oppointed March 7, 1911 .\n\nThe dental clinic was put in operation February 20, 1911, each member\nof the Association serving in the clinic alternately for one-half day. This\narrangement was continued until September 1, 1913, when the school\nboard took over the clinic and its operation, a full time dental operator\nbeing appointed at a salary of $1500 and a dental clinic attendant.\nOn September 1, 1912, the part time dental inspector was made full\ntime with a salary of $1500, her duties to be limited to examinations of\nmouths and instructional work in the schools.\n\nThe health department also established a dental clinic January 1, 1917.\nWhen the departments joined forces in October 1919, the dental inspector\nwas taken from the field and a third dental clinic opened.\nIn September, 1922, a part-time dental supervisor was added to the\nstaff, and, three oral hygienists. This was increased in 1925 to four. Cost\nof each sitting, $1795, cost of completed case, $2935, average cost of oral\nhygienists , $287 .\n\nThe question as to the role which the School Hygiene Department\nshould play in the selection of cases for specialized education is still debated\nat least in some of its particulars .\nWhere the inability to get on in the ordinary classroom is due to a\nphysical defect, I think that a selection of cases for admission to and the\ndischarge from classes for the blind, the deaf, the open window, the\ncrippled, the heart and the services of a visiting teacher should be the\nprovince of the School Hygiene Division alone.\n\nIn the matter of mentality, there may be some question. Certainly no\nchild should be admitted to one of these classes before it has received a\n\nthorough examination by a physician preferably a psychiatrist.\nThe central nervous system is quickly and profoundly affected by other\n\nadverse and abnormal physical conditions. Toxemias, anemias, abnormalities in the ductless glands, defects in the organs of special sense, and,\nnervous diseases must each be carefully eliminated before a true picture\n\nof mental acuity can be obtained. To attempt to place an I. Q. on a child\nbefore a searching physical examination has been made is wrong, and, to\nplace an I. Q. on a child as a result of a single examination is little short\nof criminal. Far better take the judgment of the teacher who has had\nthis child under observation for a considerable period of time.\n\nSpecial Activities. A department of health supervision in schools has a\nwonderful opportunity to do special research work as to the prevalence of\nvarious conditions among the child population.\nTwo cripple surveys were made in Milwaukee. One in 1914-1915, the\nother in 1921-1922.\n\nGoiter survey made and goiter tablets given to the pupils of several\nschools whose parents were willing that they should take them.\nOn June 30, 1909, a sum of $500 was set aside by the school board\n\n"}
{"page": 628, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 583\n\nfor the purchase of glasses for indigent children, and, this has continued\nto the present day.\n\nOn December 19, 1912, a first aid cabinet was placed in each school\ncontaining all the material necessary for first aid treatment of injuries and\nemergencies. Each school is equipped with such cabinet, and, the supplies\nfor it are kept up by the department.\n\nHEALTH PROBLEMS IN TEACHER TRAINING INSTITUTIONS-ABSTRACT\nAMBROSE L. SUHRIE, PROFESSOR OF NORMAL SCHOOL EDUCATION , SCHOOL\nOF EDUCATION , NEW YORK UNIVERSITY, NEW YORK CITY\n\nThough I have long been interested in the development of a more inclusive and satisfactory program of health education in the institutions which\nconcern themselves primarily with the professional preparation of teachers ,\nI do not feel competent to discuss all the technical and scientific considerations that would enter into the making of such a program or into the effective operation of it. If I have any contribution to make it must be the\nresult of some years of practical experience in administering the whole\nteacher training program in a particular institution, typical in many respects\nof the teacher-training colleges of the United States as a whole. If I have\nunderstood the commission the chairman has given me it will be in order\nfor me to set out in bold relief the essentials of the plan there developed.\nIn the institution referred to, the Cleveland School of Education, we were\n\nable in the course of a few years to secure the necessary experts to constitute an efficient staff for the development of a many-sided and some-\n\nwhat comprehensive health education program in the college itself and in\nthe associated laboratory schools which were used for demonstration and\ntraining purposes. This staff included one or more competent persons giving full or part-time service in each of the following special fields :\nMedicine, dentistry, nursing, nutrition, physical education, hygiene, corrective gymnastics, recreation.\nIn due time this staff of experts was organized into an effective working group pursuing common aims and able to enlist the full and intelligent\n\ncoöperation of the whole faculty and student body of the institution.\nThe program as I shall describe it was set up primarily :\n(1) To promote normal growth\n( 2) To decrease illness\n( 3) To prevent accidents\n\n(4) To overcome physical defects\n(5) To increase participation in wholesome recreation\n\n(6) To insure an abundance of energy and vitality\n(7) To develop individual interest in right health habits and to secure group\ncooperation in the maintenance of conditions favorable to wholesome community\nlife.\n\n"}
{"page": 629, "printed_page": null, "text": "584\n\nNATIONAL EDUCATION ASSOCIATION\n\nAdmission to the college was conditioned, among other things, upon the\npassing of a satisfactory health examination given by the head of the division of health education of the public school system. Remediable physical\ndefects were clearly indicated to the candidate and her parents at the time\nof admission. Retention in the school was conditioned upon satisfactory\nprogress in the removal of defects by corrective exercises and the practice\nof right health habits or by surgery when necessary.\nAll the preparation which was of such a character as to admit of it was\npursued on an \" activities\" basis as distinct from a \"textbook-study\" basis\nand most of the class work was conducted on the \"problem-report-con-\n\nference\" plan as distinct from the \"lecture\" or \"recitation\" plan. The\nprospective teacher or the teacher in service learned the application of principles in practice by actual observation in the demonstration school or by\n\nactual try out in one of the training schools. These schools were typical\nneighborhood elementary and junior high public schools of the city.\nSince the whole program of studies and activities was set up to realize\ncertain definite and attainable results in the health education of each and\n\nevery individual in the college the widest conceivable differences in requirements were made of the different members of any given groups of college\nstudents.\n\nSince health education is not primarily the result of knowledge, important as that may be, but is principally the result of interests and attitudes and habits and since the development of life interests and fundamental attitudes and the fixing of right habits are the results of long- con-\n\ntinued exercise and practice, we thought it well to make definite provision\nfor health education as a part of the fixed requirement of all students from\nthe date of entrance to the day of graduation. The specific courses given\n\nincluded personal hygiene, nutrition, child and school hygiene, home and\ncommunity hygiene and sanitation, corrective gymnastics, and games and\nrecreation . We also made provision for further courses in health education and for training in vocational hygiene for teachers in service. Several\nhundred of our teachers participated each year in such courses.\nThe Cleveland School of Education and the city school system of which\nit is a part have set up a definite standard of attainment in physical and\nmental health for those who are to be admitted to the teaching staff of the\nschool system. Only those candidates were admitted to the college who\n\nmight reasonably hope to attain this standard. The examination given at\nthe time of entrance by the school physician and the director of physical\neducation was not merely to determine who might be admitted but also to\nindicate clearly and definitely to the person whose application was approved\nwhat was to be expected of her in coöperation with the instructors of the\ncollege in the improvement of her physical condition. The student entered\n\nher first course in health education (personal hygiene) with a problem attitude of mind. Her problem was to secure helpful information as to how\nto proceed to overcome all handicaps and achieve if possible abounding\nvitality and robust health. In the course in corrective gymnastics given\n\n"}
{"page": 630, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 585\n\nconcurrently with personal hygiene in the first semester the problem was\nto find the proper corrective exercises to overcome defects not calling for\n\nsurgical treatment. All group studies in personal hygiene were confined\nto such topics as were of common interest and all class discussions were\nfocused on problems of special interest to some one or more of the members of the group. The general result was a common understanding and\nappreciation of the significance of health and some definite knowledge of\nits more important factors. In the laboratory course in corrective gymnastics where the emphasis was placed upon correct posture, the prompt\nand natural elimination of the wastes of the body, the strengthening of the\narches of the feet, etc., every student was encouraged \"to beat her own best\nrecord\" by thoughtful and persistent practice of the prescribed corrective\nexercise. Charts and graphs indicating the progress of individuals were\nused to encourage them and to stimulate wholesome rivalry. Students\nwere encouraged to consult the school physician, the school nurse, the\nschool dietitian or any other member of the school health staff for advice\nand direction on personal health problems. Students who needed surgical\noperations ( for the removal of tonsils, adenoids, nasal obstructions, or\nteeth) and students having unsatisfactory posture or weak arches, as well\nas those suffering from constipation, appendicitis or goitre, were given a\ngrade of \"incomplete\" at the close of the first semester, no matter how completely they had mastered the subject matter of the course, and this grade\nremained until such time as the correction had been made. Concurrently\nwith these systematic courses in personal hygiene and corrective gymnastics\nduring the first semester students were required in their course in the introduction to teaching to make specific observations in the general health\neducation program of the elementary demonstration school.\nIn the second semester systematic courses were given in nutrition and\nin games and recreation. The nutrition course was made intensely practical by the specific study of \"cases\" in the elementary school of observation as well as by the study of cases in the class itself. These cases were\nstudied not only from the viewpoint of the amount and quality of food\nconsumed or to be consumed but also from the viewpoint of the bearing of\nhabits of eating upon perfect nutrition or mal-nutrition.\n\nThe individual\n\nmembers of the class were given abundant practice in the selection of\nmenus and frequent opportunities to consult a capable school dietitian on\nthe amount and character of food to be eaten and on conditions favorable\n\nto proper assimilation. The course in Games and Recreation was purposely\nkeyed to the highest measure of spontaneity to be found in each class section.\nConsiderable emphasis was placed upon English folk dancing and English\ncountry dancing.\nDuring the third semester of the two year course our students spent four\n\ndays each week in the training schools and were actually and personally\nengaged in classroom teaching for a considerable part of each day. During\nthis period they were given and were required to make practical demonstrations in accident prevention in school, on the street and elsewhere. They\n\n"}
{"page": 631, "printed_page": null, "text": "586\n\nNATIONAL EDUCATION ASSOCIATION\n\nheld frequent conferences with the school physician and the school nurse\n\nin the training school. They were trained in ventilation, schoolroom sanitation, etc. and once each week, in groups of thirty they held conferences with\nthe director of the department of health education on such important aspects\nof educational hygiene as the following: The problem of health conservation; the cost of preventable diseases ; the physical basis of education; laws\nof growth and factors influencing it; physiological differences between children and adults; educational significance of physiological age; disorders of\ngrowth; mal-nutrition ; tuberculosis ; physiology of ventilation; care of the\nteeth; hygiene of eye, ear, nose and throat; causes and prevention of headaches in school children; nervous disorders, and speech defects.\nThroughout the third semester while the students are engaged in \"practice teaching\" especial stress is placed upon the necessity of outdoor exercise and varied recreational activities.\n\nA number of recreation clubs meet\n\nweekly and endeavor to foster interest in outdoor life and to enlist active\nparticipation in a wide variety of invigorating games. The list of such\norganizations includes: folk dancing, swimming, tennis, horseback riding,\nhiking and nature clubs.\nDuring the fourth and last semester a systematic course in home and\ncommunity hygiene and sanitation was given by the director of the department of health education. Among the topics considered were : the character\nof the available food supply, milk supply, water supply, sewage disposal,\nbacteria and the transfer of diseases, disinfection and quarantine, preventive medicine, infant welfare agencies, industrial and occupational diseases,\nwith special reference to diseases common among teachers, mental hygiene\nand vital statistics .\n\nThroughout this final semester every effort was made to complete the\nremoval of every physical handicap which might tend to interfere with the\nstudent's attainment of the health standard set for admission to the teach-\n\ning staff of the city school system.\n\nIt was well understood that this final\n\nhealth examination would be conducted by the head of the division of\n\nhealth education of the public school system and that it would be exacting .\nDuring the year following graduation and while these beginning teachers\nwere on probation and under special or \"helping teacher\" supervision the\nhealth service of the school of education was available to them on request.\n\nAnd now a word about courses pitched to the senior college level and\noffered primarily for teachers in service. These included (1) folk dancing\nand recreation, (2) the health of the teacher (a course in vocational hygiene) , ( 3) nutrition of school children, (4) school and community hygiene.\nThese courses in part duplicated the content and activities of courses\ngiven on the junior college level in the pre-service group. They were\nintended, however, primarily for teachers who had not had the advantage\n\nof such types of work while preparing for teaching. All of these courses\nwere offered (and some of them in several sections) during the regular\nschool year and also during the summer term. They were made so intensely\npractical that the enrolments steadily increased from year to year. In the\n\n"}
{"page": 632, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 587\n\njudgment of our school authorities generally, the course in folk dancing\naccomplished more in the physical and mental rejuvenation of hundreds of\nour teachers than any other single agency in the school system. When the\nannual May festival was put on in the Municipal Auditorium, hundreds of\nteachers including many who were well on in middle life, joined with\nabout 2000 public school children of junior and senior high school grade\nin an afternoon's program which was witnessed by six thousand or more\nadults and which was widely commended as heralding a new day in the\ndevelopment of a sane and wholesome type of recreation for our urban\npopulation. About two hundred children of grades five to eight inclusive,\nand representing thirty-two elementary and junior high schools, the \"play\nleaders\" of their several schools, met each Saturday morning in the school\nof education under the direction of the instructor in the senior college to\nput on demonstrations in the presence of teachers enroled in folk dancing\nclasses and interested in promoting this type of exercise and recreation in\ntheir own classrooms.\n\nThe course in the Health of the Teacher was con-\n\nducted on a lecture-conference basis. During a period of five years, about\neight hundred teachers had taken it. The general effect of this wide participation in the consideration of the vocational hygiene of the teacher as a\nprofessional worker resulted in the institution of many practical reforms\nin teaching schedules, in provisions for rest rooms, warm lunches, recreation courses, etc. As a result the average number of days of sick leave each\nyear was greatly reduced among those who had taken this course.\nThe course in the Nutrition of School Children was so conducted as to\n\nmake the classroom of each teacher enroled in the course a laboratory for\nthe intensive study of problems of nutrition under the direction of the instructor of the course.\n\nThis has meant the accumulation of a vast amount\n\nof scientific data during the course of the years and has resulted in a widespread interest among parents in the problem of nutrition. Another practical result has been the more adequate support of the nutrition clinic under\nthe supervision of the Welfare Federation.\nThe course in school and community hygiene was conducted on a lectureconference basis and aimed (1) to define the problems of school hygiene as\nthey were found in any given school and the problems of community hygiene\nas they were found in any given section of the city, or in the city as a\nwhole, (2) to provide information concerning sources of help in the school\nsupervisory staff in the division of health education and in the department\nof health of the city, and (3) to encourage teachers to make definite attempts to improve conditions in school, and, through the school as an agency,\nto attack the problems of community hygiene and sanitation.\nIn conclusion, may I say that while I realize that the particular program\nof courses and activities and the scheme of their administration as here out-\n\nlined form no ready to hand model for the imitation of any other institution, it is my hope that the definiteness and practicability of this program\nfor the city in which it has been operated may be suggestive to normal school\nworkers elsewhere. I regret exceedingly that circumstances have made it\n\n"}
{"page": 633, "printed_page": null, "text": "574\n\nNATIONAL EDUCATION ASSOCIATION\n\nhas window boards and careful attention is paid to the lighting. In\nseveral schools where the walls were black with smoke they washed them.\n\nThe hundred children whose feet were dangling now have foot stools, or\nsome similar device. The yards have been carefully cleaned, raked, stones\nand rubbish removed and all weeds pulled, trees and shrubs have been\nplanted on most lawns and in several the children have flowers. Long\nbefore you reach the buildings, you can see their flags waving.\nThe work the children are doing inside represents greater departure\nfrom the dead routine of pre-demonstration days than these physical conditions do. I have seen children too eagerly interested in their lessons to\nkeep their seats. Eighth-grade boys who used to slouch to class and\nmumble and stumble through a few paragraphs now look at you with a\nflash of pride in their eyes and astound you with their accomplishments.\nNo statistical report can half tell you the true story of the results.\nBecause it can't portray our biggest evidence of success-the looks on the\nfaces of the children. I do not wish to overdraw my picture, because\nwe have by no means reached perfection.\nThe rural children need the touch of the outside world.\n\nTheir isola-\n\ntion is stultifying. The rural child needs stimulation. The demonstration\nhas proved for us that the only way for improvement in rural schools\nunder present\nent Indiana conditions is to reach the child. The present attitude of the farmer makes it hard for any one to get his confidence as his\nown child can do.\n\nSupervision has taught us the value of supplementary materials. They\nhave taught us how to secure aids from the advertising world and how\nto draw upon our surroundings for valuable material. They have taught\nus the value of simple devices. They have taught us the absolute necessity\nofmonthly visits. Of institutes or group meetings where they may instruct\nthe teachers along the line of their needs. Each month, then each visit\nserved two purposes. The supervisor was looking for the common needs\nthat she might give remedial work at the next institute and was watching\nto see if the suggestions she had given had been successfully carried out.\nOur teachers were divided into five groups for institute. These group\nmeetings rotated around the county. Inasmuch as the teachers attended\ninstitutes in a group of like interests under the direction of an expert, these\nschool meetings became important agencies of teacher training. Mr. Ramsey introduced the clinic. It is now one of the most popular forms of\nteachers' meetings. The supervisors have taught us the value of bulletins\nas supervisory aids, but they also taught us that even these need to be\nused advisedly and under direction.\nThe ethics of the supervisor make it difficult for supervision to put\nitself across to the public; I understand that the best supervisory practice\nis to work through the teacher. We have learned that parents will little\nunderstand unless they are actually shown what improvements they can\nattribute to supervision.\n\nIt has not been the policy of the demonstration to conduct a publicity\ncampaign. In Lagrange County the teachers have so wanted supervision\n\n"}
{"page": 634, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n575\n\ncontinued that they have endeavored to have it better understood by the\npublic. Our teachers believe and know the rural child is being deprived\nof his rights. They have been working with the local organizations which\ntwo of our powerful State organizations which touch rural communities,\nthe Farmers' Federation and Club Women. Committees from these\norganizations have visited our schools. In each case the committees'\n\nreports showed their enthusiasm for the results of supervision.\nChildren from various schools demonstrated to eighty club women what\n\nthey could do. The program was made up of actual classroom work.\nRepresentative work was also exhibited to these women. Eight clubs\npassed resolutions pledging themselves to make the improvement of rural\nschools their job. I wish to quote to you some of the things those farmers\nsaw in our schools :\nThat supervision has increased the efficiency of our teachers from 10 to 100\nper cent and permitted them to do more and better work according to their own\nstatements.\n\nThat generally there is no objection to the present plan of supervision.\nWe, as a committee, having made certain investigations as to the conditions\nof the rural schools of La Grange County under rural supervision find the best of\ncoöperation between teacher and pupil. We find the pupils always courteous and\nhelpful to their teacher and practicing management in the way of cleanliness and\nsanitation; we find interest displayed by pupils in the school under supervision.\nThe pupils not only acquire the fundamentals that we had or should have had\nwhen we went to school, but fifteen or twenty other things in the same time at\nthe same expense and school work has become a pleasure, whreas it used to be\na task for us. It has brought the shy children out so that they are free and easy\nwith visitors, pleased to talk with you and show you about their work done under\nsupervision.\n\nWe saw examples of self-government and coöperation. For example,\n\nin the Wortinger school a committee of self-delegated boys was raking and burning the trash in the yard preparatory to leaving the school yard in a sanitary\ncondition. Also, the girls were planting flowers in the different nooks and corners\naround the schoolbuilding, which surely looked their efforts.\nIn every case we found the teacher in perfect sympathy with the supervisors.\n\nI have here letters from the educators who tested in our county, saying\npractically the same thing. Also letters from teachers and principals and\npatrons, expressing their appreciation for the results of supervision.\nSince the demonstration was planned for only two years, it was necessary to concentrate upon particular features of the work in order to get\ndefinite measurable results within a given time.\nMany of the more intangible results of supervision are of far greater\nlife value to the children than is mere improvement in subject-matter,\nimportant as this is admitted to be. In a program of continued supervision\nthese larger aims are of primary importance. They are unifying elements\nwhich determine the purpose for which the more measurable factors are\nintroduced, and hence the place which each is to hold in the general scheme.\nWorking in this demonstration from a different angle entirely, we have\nnevertheless brought about a realization in some measure of these larger\n\nvalues. I cite some of the most important as I see them. Superintendent\nYount checked each of the following :\n\nGreater civic pride.\n\n"}
{"page": 635, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n576\n\nBetter observance of health habits.\n\nGreater courtesy and good manners in everyday behavior.\nGreater accuracy of thinking, developing habits of truthfulness and\nhonesty.\n\nGreater originality and initiative, resourcefulness showing itself in more\nintelligent self expression, (underlined by Superintendent Yount) .\nGreater ability to reason.\nGreater ability to comprehend oral and written language.\n\nGreater ability to answer questions squarely. (This year I was able\nto raise the standard for eighth grade promotion and yet promote a\ngreater per cent than ever before. Their improved ability to answer\nquestions squarely was very marked.)\n\nGreater ability to follow directions intelligently.\n\n( Underlined by\n\nSuperintendent Yount.)\nGreater interest in school work resulting in willingness to work harder\nand to see a task through to the end.\n\nGreater ability to attack independently new problems coming up.\nGreater desire and ability to engage in group activities.\nBetter results in the fundamental school subject.\nThese two years of supervision have proved the advisability of educational demonstrations, because it has shown to everyone who has kept in\ntouch with the demonstration, the needs of our schools and the solution\nmore successfully than dozens of surveys could have done. It has been a\nvery happy departure from our educational tendency to survey and survey\nand never solve.\n\nIt has proved that the interest of the rural child can never be safe\nuntil the power is placed in the hands of professional educators, that\nsupervision is so fundamentally right that it will succeed in spite of\nhandicaps, that the teachers who are in the work because of their love\nfor children cannot be kept from accepting it even though their jobs may\n\ngo. It has taught us that scientific methods applied intelligently under the\ndirection of a trained specialist can quickly solve the rural school problem.\nFor LaGrange County these two years have done many remarkable\nthings but for the rural children at large it is very unfair to close this\ndemonstration at this time and call it an experiment in supervision. It is\nunfair because LaGrange County, is only now ready to give supervision a\n\nfair chance. This statement was underlined by Superintendent Yount with\nthe comment that the last six months have been a revelation which ex-\n\npresses exactly what I have experienced in LaGrange County. Pupils,\nteachers, and patrons, are just coming to an appreciation of its real value.\nIn short, it has taken these two years to lay a foundation. From the\nillustrations of what we have done you can well understand that up to\ndate it has been necessary for the supervisors to confine their efforts to\nsimple and generally accepted practices. One more year could demonstrate to the world what supervision can actually do. I have here copies\nof the preliminary report for distribution and samples of work which\nshow the results I claim .\n\n"}
{"page": 636, "printed_page": null, "text": "Department of School Health and Physical Education\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-CHARLES H. KEENE, Director, Health Education, State Department of Public\nInstruction\nHarrisburg, Pennsylvania\nVice\n-President-MELVILLE STEWART, State Supervisor of Physical Education\nCharleston, West Virginia\n\nSecretary-Treasurer-KATHARINE H. K. WOLFE, Director of School Health, Board of\n.Lincoln, Nebraska\n\nEducation\n\nHistorical note-The Department of Child Hygiene was known as the Depart-\n\nment of Child Study until July 13, 1911. See Proceedings of 1911, page 870. The\nDepartment of Child Study was created at the Asbury Park meetings, July 10,\n1894. See Proceedings of 1894, page 40. In July, 1924, the department was\nmerged with the Department of Physical and Health Education under the name\nof the Department of School Health and Physical Education. See Proceedings of\n1924, page 96.\n\nThis Department meets once a year, in June.\nThe first session of the Department of School Health and Physical Education\n\nwas held on Monday afternoon, June 29, in the Spink Arms Hotel. The program\nwas as follows :\n\nTWENTY YEARS OF MEDICAL INSPECTION IN THE PUBLIC SCHOOLS OF MILWAUKEE\n\nGeorge P. Barth, Director of School Hygiene, Milwaukee, Wisconsin.\nEDUCATION FOR HEALTH IN RURAL SCHOOLS\n\nS. H. Replogle, Assistant Superintendent of Allegheny County Schools, Pittsburgh, Pennsylvania.\nHEALTH PROBLEMS IN TEACHER TRAINING INSTITUTIONS\n\nAmbrosie L. Suhrie, Professor of Normal School Education, School of Education, New York University, New York City.\nPREPARATION FOR SCHOOL LIFE\n\nH. M. Young, Associate Professor of Clinical Psychology, Indiana University,\nBloomington, Indiana.\n\nOn Tuesday afternoon, June 30, the following program was presented :\nMORAL TRAINING THROUGH PHYSICAL EDUCATION\n\nFielding H. Yost, Director of Athletics, University of Michigan, Ann Arbor,\nMichigan.\nIS SEX EDUCATION PROPERLY A PART OF OUR PROGRAM OF HEALTH EDUCATION ?\n\nE. F. Van Buskirk, Executive Secretary, Cincinnati Social Hygiene Society, Cincinnati, Ohio.\nTHE MORAL OBLIGATION TO BE PHYSICALLY FIT\n\nJ. Anna Norris, Director, Department of Physical Education for Women,\nUniversity of Minnesota, Minneapolis, Minnesota.\nTHE SCHOOL HEALTH IN ITS RELATION TO MENTAL HYGIENE\n\nThurman B. Rice, M. D., Associate Professor of Public Health and Sanitation,\nIndiana University, Bloomington, Indiana.\nThe officers elected for 1925-26 are: president, Melville Stewart, State Supervisor of Physical Education, Charleston, West Virginia ; vice-president, J. Anna\nNorris, Director of Physical Education for Women, University of Minnesota,\nMinneapolis ; secretary- treasurer, Frederick W. Maroney, Director of Department\nof Health Instruction, Public Schools, Atlantic City, New Jersey. Miss Elma\nRood, Director of Health Education, Child Health Demonstration, Mansfield,\nOhio, was elected to the executive committee for four years to replace Dr. William\nA. Howe whose term expired.\n[577]\n\n"}
{"page": 637, "printed_page": null, "text": "578\n\nΝΑΤΙΟΝΑΣ EDUCATEN ASSOCIATION\n\nTWENTY YEARSOF MEDICAL INSPECTION IN THE\nPUBLIC SCHOOLS OF MILWAUKEE\nGEORGE P. BARTH, DIRECTOR OF SCHOOL HYGIENE\nMILWAUKEE, WISCONSIN\n\nHealth work in schoo's by those trained in medical science is of com\nparatively recent origin.\n\nIt was not until December, 1837 when a Royal romance of France\ncharged the female supervisors of maternal schools with the special duty\nof watching over the health of their pupils, that health in schoous receive\nattention, through a dim awakening to the necessity for school sanitati\n\nis seen in the law passed in France in June, 1833, charging the school\ncommittees of the cities and towns with the care of keeping the school\nhouses clean.\n\n1842 and 1843 saw the advent of the school doctor for\n\nin that year decrees in France ordered that every public school ter bers\n\nor girls should be visited by a physician who was to inspect the localities\nof the schoo's and the general health of the school children. Little wis\n\ndone after that to develop school health supervision for about thirty years.\nIn 1874, Brussels, Belgium established the first complete system of medical\ninspection in the modern sense of the term. Physicians were required\nto visit schools three times per month. From that time on, the spread\nandgrowth of school inspection was rapid.\nIn our own country probably the first medical inspector of schools w\nDr. Morcan Morse of New York City.\n\nIn November, 1894, Boston\n\nestablished an organized system of medical inspection with the appoint\nment of fifty school physicians. From this date, health work in schools\nby those specially qualified spread with great rapidity throughout the\ncountry. September, 1907, the President of the MEwaukee Medical\nSociety appointed a committee to determine the advisability and need for\nschool medical inspection in Milwaukee, Wisconsin.\n\nThree representative schools selected by the superintendent of schocis\nwere p'aced under the supervision of six members of the society for the\nperiodofone month. Daily examinations were made in these schools and\nthe conditions found were tabulated.\n\nThese were of such character that\n\nanurgent plea was sent to the school board December 1, 1908, for the\nimmediate institution of medical supervision for all schools.\n\nThe board acted favorably on this plea April 6, 1909, and, a medica\ninspector began his duties April 13, 1909, his jurisdiction extending to\nthe public schools only, however.\nThere were at that time fifty-four grammar schools with an enrol-\n\nment of 36.990; four high schools with 2966 pupils and one trade school\nwith 117 students. A preliminary survey was made, and an organization\nplanned. On October 1909, five assistant medical inspectors were appointed. This was increased to ten February, 1910.\nThe school board of Milwaukee had a broad and liberal conception of\n\n"}
{"page": 638, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 579\n\na department of medical inspection as is evidenced by the following rules\nwhich were adopted September, 1911 :\nArticle 1. The Medical Inspector shall , under the direction of the board and the\nsuperintendent of schools have a general supervision of the hygiene and sani-\n\ntation of school grounds and school buildings and of the health and physical welfare of school children, teachers and janitors, in matters peculiar to the medical\nprofession, and of the manner of conducting medical inspection of schools. He\nshall appoint, subject to confirmation by the board, assistant medical and dental\ninspectors and nurses, and such other assistants as may be authorized by the\nboard.\n\n2. The medical inspector of schools is the expert advisor of the board and of\nits committees on all questions of school hygiene, and as such shall be privileged\nto attend all meetings of committees and the board affecting such questions.\n3. He shall perform such other duties as may be assigned to him by the rules\nof the board or by the superintendent of schools. The assistant medical and dental\ninspectors and nurses shall assist the medical inspector in the discharge of the\nduties devolving upon him. They shall be under his direction, and perform such\nduties as he may require. The principals and teachers shall see that the rules\n\nand directions of the medical inspector are properly carried out.\n\nSuch liberal rules permit of a splendid development of a department,\nbut do not present a cure for a chronic ailment of its creator, i.e., lack of\nfunds.\n\nThe general plan upon which the department was organized was the\ndistrict plan-that is, the city was divided into approximately equal districts with respect to school population, and, a school doctor and school\nnurses being placed in charge of each district.\nThe plan somewhat modified is in operation today, although changes\nare contemplated this fall, because the number of doctors and nurses\navailable have not kept pace with the growth of the city, and, of its\nincreased school population-again that seemingly incurable complaint\nof lack of money.\n\nWith respect to the teachers, the rules of the school board September 7,\n1909, were as follows :\nSection 13.\n\nPrincipals and teachers absent from school on account of personal\n\nillness shall be allowed half pay for not more than twenty days in any school\nyear; for the absence beyond twenty days no allowance shall be made. except\nthat teachers who have been in the service of the board for more than twelve years\n\nwithout leave of absence on half pay, may, upon recommendation of the committee\non examination and appointment, be allowed by the board leave of absence with\nhalf pay for a period not to exceed three months; or those who have similarly\nserved twenty years shall be given five months' absence with full pay, when such\nabsence is caused by severe personal illness of an extreme nature-the report of\n\ntwo reputable physicians, selected by the board, in addition to the family physician,\nbeing required.\n\nThese were modified April 2, 1912, and again on March 1, 1921 , as\nfollows:\n\n( a) Principals and teachers absent from school on account of personal illness\nshall be allowed half pay for not more than twenty days in any one school year ;\n\n"}
{"page": 639, "printed_page": null, "text": "NATIONAL EDUCATION\n\n578\n\nNATIONAL EDUCATO\n\nST\n\n‫לב‬\n\nTWENTY YEARS OF MEDICA\nPUBLIC SCHOOLS OF\n\naravne tevad twenty davs no allowancez z\n‫של מייבלאיש‬\n\naccoun\nhait pas, may, on\n\nGEORGE P. BARTH, DIRECTOR\n\nn\ndeei\nchet medical inspector as to su\n\nTour\nMILWAUKEE, WI\n\nHealth work in schools by those trai\nparatively recent origin.\n\na the service of the board f\n\nthecamere in examination and appe\n\nArt & de with hat pay for a period\nwho have been inthe service of the board for\n\nence on half pay, may on aut\n\nIt was not until December, 1837 wl\ncharged the female supervisors of mate\nof watching over the health of their pus\nattention, though a dim awakening to\nis seen in the law passed in France ir\ncommittees of the cities and towns wi\nhouses clean.\n\ntrom the chief medical inspettica\ntee on exami\n\nmmit\nof the conc\nrd\nancave\nwang\nit abse e with full pay for ape\ntMene\n\nracters who have been in the service of the bas\n\nof absence on half pay mav, n\nesatare, after an examination b\n\nget me at the assistant medical inspectors\n\n1842 and 1843 saw th\nre,\n\nin that year decrees in France ordered\nor girls should be visited by a physicia\nof the schools and the general health\ndone after that to develop school healt\nIn 1874, Brussels, Belgium established\ninspection in the modern sense of t\nto visit schools three times per mon\nand growth of school inspection was\n\nIn our own country probably the\nDr. Morcan Morse of New York\n\nestablished an organized system of\nment of fifty school physicians. F\nby those specially qualified spread\ncountry. September, 1907, the\nSociety appointed a committee to\nschool medical inspection in Milw\n\n‫א‬cts\n‫דר‬s\n‫אאודי‬\n\ntu\nextr\nenet,nabe aliowet wit\ntmem\nd apanpoin\nanof\n\naperiod not to exceed five mottts len\n\nThe prevent rule passed January 3, 1924,ra\n\ners on the permanent list who P\nIvezas awach\ns\nre than tenconse isit\nCes\noromon\n\n271.2%\nstar\nby the Health\non\nti\nda\nen\nе\nmm\nет\n74 дв\nресa\nto the Superintendent\n\nPa\n\nnestaven teArcement Committee half par 100\n\nyear endosk\npaors atorthtee acschehorol returning V\n,\ns\nae\na\nm\npr\nA\ne\nww\nth\nicat\nheal\n\n200724\n\nto the Sge\n\ncertif\n\nnu\n\nice a\n\nIn\ngment of the Superintendent.\nV persen hereafter appointed teacher of ial\nwithout having secured a certificate of sound phase\n\neared #d\nrtciificicaattie onshalofl elebesction or\nce\ng\nn\nch\nin\nee\nSu\niv\nce\n.\nd\nno\nre\nsome tiedmebybethtw\nar\ne bo\nsisemilelactr cert care of sound physical health shall\n\nThree representative schools se\n\nsecretary by each teacher and principal during the is\n\nwere p'aced under the supervisio\nperiod of one month. Daily exar\n\nyear of the probationary period. Failure to secuto10\nherein provided shall be cause for termination of Du\n\nthe conditions found were tabul:\n\nit\n\nan urgent plea was sent to the\nimmediate institution of medica\n\nsemester.\n\nPassed February, 5, 1924.\n\nSoon after the inauguration of medical inge\n\nThe board acted favorably\n\nrequests for the extension of the service tothe 92\n\ninspector began his duties Ap\nthe public schools only, howev\n\nfrom parochial schools. This wouldrequire st\n\nThere were at that time\n\nment of 36,990 ; four high s\nwith 117 students. A prelir\nplanned. On October 190\npointed. This was increase\nThe school board of M\n\nIn\n\nthe board was not ready to seek this . To ne\ndepartment of medical inspection for thep\nthat of the public schools was organized in th th\natry 1, 1917, with five school doctors and five\n\nt\n\nchilthat time sixty-five parochial schools with d\n\nchildren.\n\ndep various conferences, it was finally i\n\nin thdepartments doing school health work, th\nin the schools under one control in the healt\n\n"}
{"page": 640, "printed_page": null, "text": "DEPARTMENT OF SCHO\n\nSCHOOL HEALTH AND PHYSICAL EDUCATION 581\n\na departmentof medicalinspection\n\nsupervision was extended to all public, parochial\n\nwhichwere adoptedSeptember,\n\nd, to the vocational school.\n\nArticle 1. TheMedicalInspectersing\n\ntook place October 7, 1919. There were then :\n\nsuperintendent of schools have a go\ntation of school grounds andschon\nfare of school children,teachers and\n\nprofession, and of the manner ofe\nshall appoint, subject to confirmato\n\ninspectors and nurses, and such\n\nchools.\nof Trade .\nhar Schools\n\n6\n\nEnrolment\n\n994\n\n65\n\n49,032\n\nDeaf...\n\n1\n\nSchools ..\nmar Schools .\n\n1\n\n96\n\"\n\n125\n\"\n\n65\n\nboard.\n\n26,009\n“\n\n\"\n\n291\n\n1\n\n2. The medical inspector of w\nits committees on all questions\nto attend all meetings of come\n\n6,684\n\n“\n\n2\n\n“\n\nchool.\n\n3. He shall perform such\nthe board or by thesuperi\n\n1\n\n8,687\n\n142\n\n91,918\n\nschools with an enrolment of 105,643 operating\n\npectors and nurses shal!\n\nies devolving upon him\n\nies as he may requir\ndirections of the me\n\nphysicians , and an increase of thirteen nurses.\neloped, but, to an inadequate degree.\n\nThe\n\nof schools in September, there will be 162 schools\nf territory to the city.\n\nchliberal rule\n\nuguration of medical inspection in the schools, the\no not present\n\ngeneral\n\nplanith res\n\ning\n\nation had assigned two nurses to work in the schools\nWith the appointment of a medical inspector of\n1909, these two nurses were assigned to do school\ne expense of the Association.\nof the number of school medical inspectors to ten,\nassigned to school work was increased to four.\n\nan\n\n1, the school board, included $2000 in its budget to\nne Visiting Nurses Association for the expense innurses were assigned to school work for ten months\n\nths.\n\nThe school board then voted $5000 annually\n\nAssociation.\n\ncontinued till January 1, 1916 when a department\nestablished by the school board consisting of one\nssisting nurses. With the amalgamation of departnurses increased to forty-seven.\n\nThis was increased\n\nand to sixty in 1921, and, it has remained at that\nnursing was discontinued, and, the community form\nput into operation. Under this plan about one-half\ndevoted to school work, and, school cases .\n\n-\n\nontological Society appointed a committee to examine\nchildren in the intermediate grades of three schools,\nof such survey to the school board June 30, 1909,\nation that school dentists be employed in addition\nne of the dentists of the city incorporated themselves\nublic School Free Dental Clinic Association, and,\nand operate a dental clinic in the offices of the medical\n\n"}
{"page": 641, "printed_page": null, "text": "580\n\nNATIONAL EDUCATION ASSOCIATION\n\nfor absence beyond twenty days no allowance shall be made except that teachers\nwho have been in the service of the board for more than twelve years without\nleave of absence on half pay, may, on account of personal illness, upon a favorable\n\nreport from the chief medical inspector as to such illness, and, upon recommendation of the committee on examination and appointment, be allowed by the board,\nleave of absence with half pay for a period not to exceed three months ; teachers\nwho have been in the service of the board for more than twenty-four years without leave of absence on half pay, may on account of personal illness, upon a\nfavorable report from the chief medical inspector as to such illness, and, upon\n\nrecommendation of the committee on examination and appointment, be allowed\nby the board leave of absence with full pay for a period not to exceed three months;\nteachers who have been in the service of the board for twenty years or more\n\nwithout leave of absence on half pay may, on account of severe personal illness\nof an extreme nature, after an examination by the chief medical inspector together with one of the assistant medical inspectors, and favorable report by them\nas to such illness being of an extreme nature, upon recommendation of the committee on examination and appointment, be allowed by the board leave of absence\nwith full pay for a period not to exceed five months.\n\nThe present rule passed January 3, 1924, reads, as follows :\nPrincipals or teachers on the permanent list who are absent from school on account of personal illness for more than ten consecutive school days in the school\nyear may request an examination by the Health Department, and, upon that Department's recommendation to the Superintendent and the Superintendent's recom-\n\nmendation to the Appointment Committee half pay sick leave may be allowed for\nthe balance of the term, or of the school year ending in June as may be considered\n\nnecessary. Any principal or teacher returning from sick leave must present\nto the Superintendent's office a health certificate from the Health Department\nbefore reassignment by the Superintendent.\n(2) No person hereafter appointed teacher or principal shall begin service\n\nwithout having secured a certificate of sound physical health from a physician\nselected by the board. Such certificate shall be secured and filed with the secretary\n\nsome time between receiving notification of election and beginning of service. A\nsimilar certificate of sound physical health shall be secured and filed with the\n\nsecretary by each teacher and principal during the first semester of the fourth\nyear of the probationary period. Failure to secure and file such certificate as\nherein provided shall be cause for termination of service at the end of the said\nsemester.\n\nPassed February, 5, 1924.\n\nSoon after the inauguration of medical inspection in the public schools\nrequests for the extension of the service to their school began to come in\nfrom parochial schools. This would require special legislative action and\nthe board was not ready to seek this. To meet this growing demand a\ndepartment of medical inspection for the parochial schools modeled on\n\nthat of the public schools was organized in the Health Department January 1 , 1917, with five school doctors and five school nurses. There were\nat that time sixty-five parochial schools with an enrollment of 24,760\nchildren.\n\nAfter various conferences, it was finally decided to amalgamate the\ntwo departments doing school health work, and place all the health work\nin the schools under one control in the health department. Immediately\n\n"}
{"page": 642, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 581\n\nfollowing this, health supervision was extended to all public, parochial\nand private schools, and, to the vocational school.\nThis amalgamation took place October 7, 1919. There were then:\nPublic High Schools ..\n\n6\n\nEnrolment\n\n6,684\n\n\"\n\nSchools\n\nof Trade ...\n\n994\n\n2\n\"\n\nGrammar Schools\n\n65\n\n49,032\n\"\n\nSchool for the Deaf ..\n\n1\n\nParochial High Schools ....\n\n1\n\n96\n\"\n\nGrammar Schools .\n\n65\n\n125\n“\n\n26,009\n،،\n\nPrivate\n\n1\n\nContinuation School.\n\n1\n\n291\n\n“\n\n8,687\n\"\n\n142\n\n91,918\n\nThere are now 155 schools with an enrolment of 105,643 operating\nwith the same staff of physicians, and an increase of thirteen nurses. The\ndental service was developed, but, to an inadequate degree.\nWith the opening of schools in September, there will be 162 schools\nowing to annexation of territory to the city.\nPrevious to the inauguration of medical inspection in the schools, the\nVisiting Nurses Association had assigned two nurses to work in the schools\nas part of their duties. With the appointment of a medical inspector of\nschools on April 13, 1909, these two nurses were assigned to do school\nwork exclusively at the expense of the Association .\nWith the increase of the number of school medical inspectors to ten,\nthe number of nurses assigned to school work was increased to four.\nOn January 3, 1911 , the school board, included $2000 in its budget to\npartially re-imburse the Visiting Nurses Association for the expense involved. In 1913, five nurses were assigned to school work for ten months\nand one for two months. The school board then voted $5000 annually\nto the Visiting Nurses Association.\n\nThis arrangement continued till January 1, 1916 when a department\nof school nurses was established by the school board consisting of one\nhead nurse and ten assisting nurses. With the amalgamation of departments, the number of nurses increased to forty-seven. This was increased\n\nto fifty-four in 1920 and to sixty in 1921, and, it has remained at that\nsince.\n\nIn 1920 specialized nursing was discontinued, and, the community form\nof nursing service was put into operation. Under this plan about one-half\nthe time of nurses is devoted to school work, and, school cases .\n\nThe Milwaukee Odontological Society appointed a committee to examine\nthe mouths of school children in the intermediate grades of three schools,\nand, sent the result of such survey to the school board June 30, 1909,\nwith the recommendation that school dentists be employed in addition\nto school doctors. Some of the dentists of the city incorporated themselves\nas the Milwaukee Public School Free Dental Clinic Association, and,\nagreed to fully equip and operate a dental clinic in the offices of the medical\n\n"}
{"page": 643, "printed_page": null, "text": "582\n\nNATIONAL EDUCATION ASSOCIATION\n\ninspection bureau provided the school board would appoint a dental inspector. This was agreed to and, a part time dental inspector was oppointed March 7, 1911 .\n\nThe dental clinic was put in operation February 20, 1911, each member\nof the Association serving in the clinic alternately for one-half day. This\narrangement was continued until September 1, 1913, when the school\nboard took over the clinic and its operation, a full time dental operator\nbeing appointed at a salary of $1500 and a dental clinic attendant.\nOn September 1, 1912, the part time dental inspector was made full\ntime with a salary of $1500, her duties to be limited to examinations of\nmouths and instructional work in the schools.\n\nThe health department also established a dental clinic January 1, 1917.\nWhen the departments joined forces in October 1919, the dental inspector\nwas taken from the field and a third dental clinic opened.\nIn September, 1922, a part-time dental supervisor was added to the\nstaff, and, three oral hygienists. This was increased in 1925 to four. Cost\nof each sitting, $1795, cost of completed case, $2935, average cost of oral\nhygienists, $287 .\nThe question as to the role which the School Hygiene Department\nshould play in the selection of cases for specialized education is still debated\nat least in some of its particulars.\nWhere the inability to get on in the ordinary classroom is due to a\nphysical defect, I think that a selection of cases for admission to and the\ndischarge from classes for the blind, the deaf, the open window, the\ncrippled, the heart and the services of a visiting teacher should be the\nprovince of the School Hygiene Division alone.\nIn the matter of mentality, there may be some question. Certainly no\nchild should be admitted to one of these classes before it has received a\n\nthorough examination by a physician preferably a psychiatrist.\nThe central nervous system is quickly and profoundly affected by other\n\nadverse and abnormal physical conditions. Toxemias, anemias, abnormalities in the ductless glands, defects in the organs of special sense, and,\nnervous diseases must each be carefully eliminated before a true picture\nof mental acuity can be obtained. To attempt to place an I. Q. on a child\nbefore a searching physical examination has been made is wrong, and, to\nplace an I. Q. on a child as a result of a single examination is little short\nof criminal. Far better take the judgment of the teacher who has had\nthis child under observation for a considerable period of time.\nSpecial Activities. A department of health supervision in schools has a\nwonderful opportunity to do special research work as to the prevalence of\nvarious conditions among the child population .\nTwo cripple surveys were made in Milwaukee. One in 1914-1915, the\nother in 1921-1922.\n\nGoiter survey made and goiter tablets given to the pupils of several\nschools whose parents were willing that they should take them.\nOn June 30, 1909, a sum of $500 was set aside by the school board\n\n"}
{"page": 644, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 583\n\nfor the purchase of glasses for indigent children, and, this has continued\nto the present day.\n\nOn December 19, 1912, a first aid cabinet was placed in each school\ncontaining all the material necessary for first aid treatment of injuries and\nemergencies. Each school is equipped with such cabinet, and, the supplies\nfor it are kept up by the department.\n\nHEALTH PROBLEMS IN TEACHER TRAINING INSTITUTIONS-ABSTRACT\nAMBROSE L. SUHRIE, PROFESSOR OF NORMAL SCHOOL EDUCATION , SCHOOL\nOF EDUCATION, NEW YORK UNIVERSITY, NEW YORK CITY\n\nThough I have long been interested in the development of a more inclu-\n\nsive and satisfactory program of health education in the institutions which\nconcern themselves primarily with the professional preparation of teachers ,\nI do not feel competent to discuss all the technical and scientific considerations that would enter into the making of such a program or into the effective operation of it. If I have any contribution to make it must be the\nresult of some years of practical experience in administering the whole\nteacher training program in a particular institution, typical in many respects\n\nof the teacher-training colleges of the United States as a whole. If I have\nunderstood the commission the chairman has given me it will be in order\nfor me to set out in bold relief the essentials of the plan there developed.\nIn the institution referred to, the Cleveland School of Education, we were\n\nable in the course of a few years to secure the necessary experts to constitute an efficient staff for the development of a many-sided and somewhat comprehensive health education program in the college itself and in\nthe associated laboratory schools which were used for demonstration and\ntraining purposes. This staff included one or more competent persons giving full or part-time service in each of the following special fields :\nMedicine, dentistry, nursing, nutrition, physical education, hygiene, corrective gymnastics, recreation.\n\nIn due time this staff of experts was organized into an effective working group pursuing common aims and able to enlist the full and intelligent\n\ncoöperation of the whole faculty and student body of the institution.\nThe program as I shall describe it was set up primarily :\n(1) To promote normal growth\n(2) To decrease illness\n(3) To prevent accidents\n(4) To overcome physical defects\n(5) To increase participation in wholesome recreation\n\n(6) To insure an abundance of energy and vitality\n(7) To develop individual interest in right health habits and to secure group\n\ncoöperation in the maintenance of conditions favorable to wholesome community\nlife.\n\n"}
{"page": 645, "printed_page": null, "text": "584\n\nNATIONAL EDUCATION ASSOCIATION\n\nAdmission to the college was conditioned, among other things, upon the\npassing of a satisfactory health examination given by the head of the division of health education of the public school system. Remediable physical\ndefects were clearly indicated to the candidate and her parents at the time\nof admission. Retention in the school was conditioned upon satisfactory\nprogress in the removal of defects by corrective exercises and the practice\nof right health habits or by surgery when necessary.\nAll the preparation which was of such a character as to admit of it was\npursued on an \"activities\" basis as distinct from a \"textbook-study\" basis\nand most of the class work was conducted on the \"problem-report-conference\" plan as distinct from the \"lecture\" or \"recitation\" plan. The\nprospective teacher or the teacher in service learned the application of principles in practice by actual observation in the demonstration school or by\nactual try out in one of the training schools. These schools were typical\nneighborhood elementary and junior high public schools of the city.\nSince the whole program of studies and activities was set up to realize\ncertain definite and attainable results in the health education of each and\n\nevery individual in the college the widest conceivable differences in requirements were made of the different members of any given groups of college\nstudents.\n\nSince health education is not primarily the result of knowledge, important as that may be, but is principally the result of interests and attitudes and habits and since the development of life interests and fundamental attitudes and the fixing of right habits are the results of long- continued exercise and practice, we thought it well to make definite provision\nfor health education as a part of the fixed requirement of all students from\n\nthe date of entrance to the day of graduation. The specific courses given\nincluded personal hygiene, nutrition, child and school hygiene, home and\ncommunity hygiene and sanitation, corrective gymnastics, and games and\nrecreation. We also made provision for further courses in health education and for training in vocational hygiene for teachers in service. Several\nhundred of our teachers participated each year in such courses.\nThe Cleveland School of Education and the city school system of which\nit is a part have set up a definite standard of attainment in physical and\nmental health for those who are to be admitted to the teaching staff of the\n\nschool system. Only those candidates were admitted to the college who\nmight reasonably hope to attain this standard. The examination given at\nthe time of entrance by the school physician and the director of physical\neducation was not merely to determine who might be admitted but also to\nindicate clearly and definitely to the person whose application was approved\nwhat was to be expected of her in coöperation with the instructors of the\n\ncollege in the improvement of her physical condition. The student entered\nher first course in health education (personal hygiene) with a problem attitude of mind. Her problem was to secure helpful information as to how\nto proceed to overcome all handicaps and achieve if possible abounding\nvitality and robust health. In the course in corrective gymnastics given\n\n"}
{"page": 646, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 585\n\nconcurrently with personal hygiene in the first semester the problem was\nto find the proper corrective exercises to overcome defects not calling for\nsurgical treatment. All group studies in personal hygiene were confined\nto such topics as were of common interest and all class discussions were\nfocused on problems of special interest to some one or more of the members of the group. The general result was a common understanding and\nappreciation of the significance of health and some definite knowledge of\nits more important factors.\n\nIn the laboratory course in corrective gym-\n\nnastics where the emphasis was placed upon correct posture, the prompt\nand natural elimination of the wastes of the body, the strengthening of the\narches of the feet, etc., every student was encouraged \"to beat her own best\nrecord\" by thoughtful and persistent practice of the prescribed corrective\nexercise. Charts and graphs indicating the progress of individuals were\nused to encourage them and to stimulate wholesome rivalry. Students\nwere encouraged to consult the school physician, the school nurse, the\nschool dietitian or any other member of the school health staff for advice\nand direction on personal health problems. Students who needed surgical\noperations ( for the removal of tonsils, adenoids, nasal obstructions, or\nteeth) and students having unsatisfactory posture or weak arches, as well\nas those suffering from constipation, appendicitis or goitre, were given a\ngrade of \" incomplete\" at the close of the first semester, no matter how completely they had mastered the subject matter of the course, and this grade\nremained until such time as the correction had been made. Concurrently\nwith these systematic courses in personal hygiene and corrective gymnastics\nduring the first semester students were required in their course in the introduction to teaching to make specific observations in the general health\neducation program of the elementary demonstration school.\nIn the second semester systematic courses were given in nutrition and\n\nin games and recreation. The nutrition course was made intensely practical by the specific study of \"cases\" in the elementary school of observation as well as by the study of cases in the class itself. These cases were\nstudied not only from the viewpoint of the amount and quality of food\nconsumed or to be consumed but also from the viewpoint of the bearing of\nhabits of eating upon perfect nutrition or mal-nutrition. The individual\nmembers of the class were given abundant practice in the selection of\nmenus and frequent opportunities to consult a capable school dietitian on\nthe amount and character of food to be eaten and on conditions favorable\n\nto proper assimilation. The course in Games and Recreation was purposely\nkeyed to the highest measure of spontaneity to be found in each class section.\nConsiderable emphasis was placed upon English folk dancing and English\ncountry dancing.\nDuring the third semester of the two year course our students spent four\ndays each week in the training schools and were actually and personally\nengaged in classroom teaching for a considerable part of each day. During\nthis period they were given and were required to make practical demonstrations in accident prevention in school, on the street and elsewhere. They\n\n"}
{"page": 647, "printed_page": null, "text": "586\n\nNATIONAL EDUCATION ASSOCIATION\n\nheld frequent conferences with the school physician and the school nurse\n\nin the training school. They were trained in ventilation, schoolroom sanitation, etc. and once each week, in groups of thirty they held conferences with\nthe director of the department of health education on such important aspects\nof educational hygiene as the following: The problem of health conservation; the cost of preventable diseases; the physical basis of education; laws\nof growth and factors influencing it; physiological differences between children and adults; educational significance of physiological age; disorders of\ngrowth; mal-nutrition; tuberculosis ; physiology of ventilation; care of the\nteeth ; hygiene of eye, ear, nose and throat; causes and prevention of headaches in school children; nervous disorders, and speech defects.\nThroughout the third semester while the students are engaged in \"practice teaching\" especial stress is placed upon the necessity of outdoor exercise and varied recreational activities.\n\nA number of recreation clubs meet\n\nweekly and endeavor to foster interest in outdoor life and to enlist active\n\nparticipation in a wide variety of invigorating games. The list of such\norganizations includes: folk dancing, swimming, tennis, horseback riding,\nhiking and nature clubs.\nDuring the fourth and last semester a systematic course in home and\ncommunity hygiene and sanitation was given by the director of the depart-\n\nment of health education. Among the topics considered were : the character\nof the available food supply, milk supply, water supply, sewage disposal,\nbacteria and the transfer of diseases, disinfection and quarantine, preventive medicine, infant welfare agencies, industrial and occupational diseases,\nwith special reference to diseases common among teachers, mental hygiene\nand vital statistics.\n\nThroughout this final semester every effort was made to complete the\nremoval of every physical handicap which might tend to interfere with the\nstudent's attainment of the health standard set for admission to the teach-\n\ning staff of the city school system. It was well understood that this final\nhealth examination would be conducted by the head of the division of\nhealth education of the public school system and that it would be exacting.\nDuring the year following graduation and while these beginning teachers\nwere on probation and under special or \"helping teacher\" supervision the\nhealth service of the school of education was available to them on request.\nAnd now a word about courses pitched to the senior college level and\n\noffered primarily for teachers in service. These included (1) folk dancing\nand recreation, (2) the health of the teacher (a course in vocational hygiene), (3) nutrition of school children, (4) school and community hygiene.\nThese courses in part duplicated the content and activities of courses\ngiven on the junior college level in the pre-service group. They were\nintended, however, primarily for teachers who had not had the advantage\nof such types of work while preparing for teaching. All of these courses\nwere offered (and some of them in several sections) during the regular\nschool year and also during the summer term. They were made so intensely\npractical that the enrolments steadily increased from year to year. In the\n\n"}
{"page": 648, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 587\n\njudgment of our school authorities generally, the course in folk dancing\naccomplished more in the physical and mental rejuvenation of hundreds of\nour teachers than any other single agency in the school system. When the\nannual May festival was put on in the Municipal Auditorium, hundreds of\nteachers including many who were well on in middle life, joined with\nabout 2000 public school children of junior and senior high school grade\nin an afternoon's program which was witnessed by six thousand or more\nadults and which was widely commended as heralding a new day in the\ndevelopment of a sane and wholesome type of recreation for our urban\npopulation. About two hundred children of grades five to eight inclusive,\nand representing thirty-two elementary and junior high schools, the \"play\nleaders\" of their several schools, met each Saturday morning in the school\nof education under the direction of the instructor in the senior college to\nput on demonstrations in the presence of teachers enroled in folk dancing\nclasses and interested in promoting this type of exercise and recreation in\ntheir own classrooms .\n\nThe course in the Health of the Teacher was con-\n\nducted on a lecture-conference basis. During a period of five years, about\neight hundred teachers had taken it. The general effect of this wide participation in the consideration of the vocational hygiene of the teacher as a\nprofessional worker resulted in the institution of many practical reforms\nin teaching schedules, in provisions for rest rooms, warm lunches, recreation courses, etc. As a result the average number of days of sick leave each\nyear was greatly reduced among those who had taken this course.\nThe course in the Nutrition of School Children was so conducted as to\n\nmake the classroom of each teacher enroled in the course a laboratory for\nthe intensive study of problems of nutrition under the direction of the instructor of the course.\n\nThis has meant the accumulation of a vast amount\n\nof scientific data during the course of the years and has resulted in a widespread interest among parents in the problem of nutrition. Another practical result has been the more adequate support of the nutrition clinic under\nthe supervision of the Welfare Federation.\nThe course in school and community hygiene was conducted on a lectureconference basis and aimed (1) to define the problems of school hygiene as\nthey were found in any given school and the problems of community hygiene\nas they were found in any given section of the city, or in the city as a\nwhole, (2) to provide information concerning sources of help in the school\nsupervisory staff in the division of health education and in the department\nof health of the city, and (3) to encourage teachers to make definite at-\n\ntempts to improve conditions in school, and, through the school as an agency,\nto attack the problems of community hygiene and sanitation.\n\nIn conclusion, may I say that while I realize that the particular program\nof courses and activities and the scheme of their administration as here out-\n\nlined form no ready to hand model for the imitation of any other institution, it is my hope that the definiteness and practicability of this program\nfor the city in which it has been operated may be suggestive to normal school\nworkers elsewhere. I regret exceedingly that circumstances have made it\n\n"}
{"page": 649, "printed_page": null, "text": "588\n\nNATIONAL EDUCATION ASSOCIATION\n\nimpossible for me to leave my work at this time to present this paper in\nperson and to have an opportunity to try to answer such questions as may\nbe suggested by it. I am sure that Mrs. Harriet Ballard, the head of the\nDivision of Health and Recreation in the Cleveland School of Education,\nwill be glad to answer special questions by letter and to confer at the college\nwith any visitors who may be privileged to visit the department.\n\nPREPARATION FOR SCHOOL LIFE—ABSTRACT\nH. M. YOUNG, ASSOCIATE PROFESSOR OF CLINICAL PSYCHOLOGY\n\nINDIANA UNIVERSITY, BLOOMINGTON, INDIANA\n\nIn reviewing the work being done and suggested for children of preschool age, one is impressed with two facts ( 1) that there are very many\nthings being done and (2) that practically the entire field would be covered if the various phases done at different places were organized into one\nprogram. Agencies in different cities emphasize various phases of the\nwork. The one thing needed is to select the best of these various phases\nand to coördinate them in one agency in every community in order to\naccomplish with pre-school children all that we may hope for at the present\nstage of scientific and educational development.\nWe should begin immediately after the birth of each child to determine\n\nhis constitutional make up and developmental possibilities so that we may\ndiscover as early as possible in his life the possibility of instituting directive or needed reconstructive work so as to make out of him as nearly as\n\nthe material which he furnishes us upon which to work, and as far as our\nscientific technique enables us to go, the type of child we believe he should\nbe. In order that the best work may be done for each child and that a\n\nbetter basis may be developed for handling the next generation of children, accumulative records should be kept of the pre-natal conditions, of\nthe conditions surrounding the birth of the child, of a complete physical\nexamination ten days after birth and of a thorough physical and mental\nexamination at the end of three months, at the end of six months and\nsemi-annually thereafter up to the time that he enters school. The child's\ngeneral health conditions between examinations should be reported and\nrecorded every time the child is given a complete physical examination.\nThe record of the child's general health condition should include items\nconcerning his height and weight, his illnesses, and his general conduct .\nFrequent examinations during the first year of life are important because\npermanent injury to the child is more likely to occur at this time in consequence of illness than at any later time in his life. All the general\n\nphysical examinations prior to entrance in school should be made by a\ncompetent physician, preferably a pediatrician. Other special examinations should be made as required and recommended by the physician. Both\nparents should be present at these examinations and the examiners should\n\n"}
{"page": 650, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 589\n\ninstruct the parents in the matter of properly caring for the child's development. The accumulative records, copies of which should be kept both\nby the parents and by the agency conducting the examination will furnish\nthe basis for deciding what progress the child is making and for properly\ninstructing the parents.\nAll workers who come in contact with a child and who have occasion\n\nto consult the parent concerning the child must always show due respect\nfor the position, the rights, and the intelligence of the parents and must\nnever advise or boss beyond their actual knowledge of the requirements\nof the situation with which they are concerned. They must let parents,\nguardians, etc. do some of the talking.\nA nurse and a social worker should be present during every examination so that they may become personally acquainted with both the child\nand the parent. This will establish such relationship with the family that\nhome visits can be made to best advantage and that parents will more\nfreely seek and may more often be given assistance when needed.\nIn addition to the medical examination, each child should be observed\nfor a period of time or given a standardized, psychological test by a clinical\npsychologist. In the psychological examination an effort should be made\nto determine the child's general mental ability level and to determine\nwhether he is developing the best habits of life in accordance with his\nmental abilities. The recommendations required after such psychological\nstudy will vary greatly from child to child. What would be correct handling for one child might be the worst possible type of treatment that could\nbe accorded another child .\n\nThrough the work of the home visitors mentioned above, all possible\nefforts should be made to handle children in their own homes.\n\nThe\n\nparents should be assisted in their work with the children and should be\nencouraged in those things they are doing which are right. Institutional\ntreatment for any condition, physical or mental should be resorted to only\nas the very last resource. At best, institutional life is artificial and should\nnot be given children who will eventually be expected to go out into life\nand take a position there. No children except the lower types of feebleminded, the insane and some of the epileptic should be institutionalized .\nThe chief difficulty of getting much done for children within the next\nfew years lies in the fact that the adults of the present generation are so\nwell standardized in the way things have been done and are being done\nthat they actively resist changes. This would suggest that possibly the\nbest thing to do at this time is to begin at once to so standardize the parents\nof the next generation, because they will become standardized one way\nor another whether we will it or not, that they will be willing to coöperate\nwith some of the simpler things indicated by present day scientific knowledge. Effective teaching cannot be done by precept alone. Real education\ncomes only through having a vital and intimate connection with the sub-\n\nject under consideration. We are therefore confronted with the task of\nsomehow bringing the present group of young people into such connection\n\n"}
{"page": 651, "printed_page": null, "text": "590\n\nNATIONAL EDUCATION ASSOCIATION\n\nwith the physical and mental defects of children that they will appreciate\nthe value of detecting defects and of treating them at the earliest possible\nmoment.\n\nAnother feature of the problem seems to be that of reaching as many\n\nchildren as possible in addition to working up a public attitude which will\npermit more work to be done for the next generation. It is probably not\nvery generally recognized that there is really so much need of work in\nthis field. Those who make special studies of school failures, those who\nanalyze cases of delinquency and of mental and nervous diseases and those\n\nconnected directly with child welware work appreciate more fully than\nany others the supreme importance of the early years of child life. The\n\npersonal and social importance of physical and mental health in any stage\nof an individual's life seems to vary inversely with his age. One very\nimportant step which should be made in the very near future is that of\nenacting laws which require that the enumeration of children made by\nthe school enumerators extend down to the time of birth and that all\n\nchildren under twenty-one years of age be included in this school enumeration and that specific items of information be secured about each child\n\nwhich would make it possible for those children of all ages who are most\nin need of medical and psychological attention to be located. School enumerators cannot be expected to make interpretations but they should be\nable to collect simple items of information.\n\nImmediately after the enumerator's report is completed all his records\nshould be carefully gone over by a social worker or a properly trained\nnurse .\nShe should select and conduct a home visit on those cases apparently most in need of special attention. Counsel and help should be given\nwhere needed and accepted by parents or guardians. This work should be\nhandled from the office of the public health nurse, of the health department, or of the school health officials. Permanent records of all work\nshould be kept on file by the agency doing the work and should be made\navailable to all other agencies coming in contact with the case.\nAnother very important matter which has been given very little consideration is that of the educational procedure which should be employed\nin introducing the child into public school life. Before entering the\npublic schools most children lead a relatively unrestrained and undirected\nactive life. To attempt to force the child to suddenly change from this\ntype of life to that of the sedentary job of sitting quietly and erect in a\nrather uncomfortable seat at school is not consistent with either good\nphysical or mental hygiene or with theoretical educational doctrines. To\nexpect a sudden successful transition from free activity to submissive obedience is as unreasonable as to expect the average six months old baby to\nwalk. In this connection it is important to remember that for practical\npurposes it is true that we cannot do anything we never did before. What\n\nappears to be the new in any case is merely a reorganization of the old\nthrough a series of minute gradual changes into a new pattern. The child\n\n"}
{"page": 652, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 591\n\ncannot therefore be expected to do new things unless he has developed\nenough habits out of which to construct a new pattern.\nThe traditional procedure of disregarding child life up to the age of\n\nsix and then suddenly chucking him into a school seat, asking him to\nread and write is a flagrant violation of both physical and mental hygiene.\nSome children are capable of doing the traditional first grade reading and\nnumber work long before they are six years old, others cannot do it until\n\nmuch older, and a few can never do it. Often those younger ones capable\nof doing the prescribed reading and number work do not have that motor\ncontrol and muscular coördination necessary for the finely coördinated\nmovements of the prescribed first grade writing exercises. These two\nphases of first grade work should be considered separately and be introduced into each child's educational career at the time indicated by appropriate physical and mental examinations, rather than by traditional or\ntheoretical educational doctrines based upon unscientific notions of what\na six year old child should be able to do.\nSummary. The points of possible attack in efforts to prepare children\nfor school may be included under two headings :\nI. To begin to educate the parents of the next generation in the importance of\nchild welfare.\n\n1. Put them to work at once to help solve the problems of the present preschool age children.\n\nII. To develop legal and professional machinery just as rapidly as public\nopinion permits to give all pre-school age chidren proper special attention\nwhen needed. This may be done:\n\n1. By having school enumerators collect significant items of information\non all children under twenty-one years of age.\n2. By having proper health and school authorities locate and offer help to\n\nparents having children seriously in need of help up to the age of five.\n3. By requiring medical and psychological examinations of all children on\ntheir fifth birthday or within ten days thereof.\n4. By having nurses, psychiatric social workers, and visiting teachers do\nwhatever follow up work is needed.\n\n5. By having the child introduced into the educational work of the school\nin accordance with his individual requirements as revealed by the\nrecords of the pre-school examinations and investigations.\n\nIS SEX EDUCATION PROPERLY A PART OF OUR PROGRAM OF HEALTH EDUCATION ?—ABSTRACT\nEDGAR F. VAN BUSKIRK, EXECUTIVE SECRETARY, SOCIAL HYGIENE SOCIETY\nCINCINNATI, OHIO\n\nDeveloping a healthy mind in a strong body should be the ultimate\naim of health education. Recently public schools have made wide application of scientific knowledge about bodily health and disease prevention.\n\nMedical inspection has been instituted; and well lighted, heated and\nventilated schools have been built. All of these things have to do pri\n\n"}
{"page": 653, "printed_page": null, "text": "592\n\nNATIONAL EDUCATION ASSOCIATION\n\nmarily with bodily health. What is being done about the health of the\nmindor spirit?\n\nDuring the last twenty years much has been learned about the laws of\nmental health, and educators are beginning to apply this knowledge.\nCharacter education programs are being developed, based upon carefully\nascertained scientific facts. This work is being linked with previously\nestablished health programs.\nOne part of character training relates to the sex impulse, that great\nhuman force without which family life would be impossible. Sex education does not necessitate the introduction of a special course in the\n\nschools, but merely the inclusion of a few well selected topics in already\nestablished courses. In view of work done in recent years it would seem\n\nthat sex 'education is ready to emerge from the experimental stage and\nset forth its aims and methods in such a manner as to merit the endorsement of all.\n\nCincinnati is one place where special sex education work has been in\n\nprogress for several years. Starting four years ago in a modest way it has\nsteadily developed until now almost all of the grammar school principals\nhave made provisions for scientific sex instruction to their graduating\nclasses. There is no doubt but that whatever good such programs contain\nthey eventually will be incorporated in the public schools of the country.\n\nTHE MORAL OBLIGATION TO BE PHYSICALLY FITABSTRACT\nJ. ANNA NORRIS, DIRECTOR, DEPARTMENT OF PHYSICAL EDUCATION FOR\nWOMEN, UNIVERSITY OF MINNESOTA, MINNEAPOLIS, MINNESOTA\n\nAlmost any day in south east Minneapolis, a dapper, erect man of the\nappearance of about sixty-five years, walks to and from the university\nand his home, and works in his study at the university library on the\nsecond volume of his three volume history of Minnesota.\n\nThis is Dr.\n\nWilliam Watts Folwell, the remarkable and beloved first president of\nthe university. He is really ninety-one years of age.\nGreat age alone is not a thing which most of us covet. But great\nage coupled with health, serenity, command of one's physical powers,\nundiminished enjoyment of the humor in life, the affection of family\nand friends, and a worth-while goal toward which to direct one's working hours that we might well wish for the common lot.\nWe don't know how to give a prescription that will achieve the wonderful staying power that is Dr. Folwell's. We know that it is important\nfor him to live so long, contributing his work and his rich nature to his\nfellows.\n\nThe trouble with most of us is that we muddle along, taking care of\n\nourselves when we are sick, but otherwise living a life which is largely\n\n"}
{"page": 654, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 593\n\nsuggested to us or forced on us from the outside, and not keeping before\nourselves as a part of our program a goal of such fitness of condition\nas shall make us masters of our happiness and our success in work.\nThere are so many degrees of \"wellness,\" and there is nothing more\ndifficult to measure than the degree to which a person has approximated\nhis possibilities of \"wellness.\" Most of us respond \"Very well, thank\nyou,\" to the salutation, \"How are you this morning,\" and this is fine\nfor there is no need of burdening our friends with an analysis of our\nfeelings, and yet it is well to be fastidious to ourselves in our taste for\nbeing really \"Very well indeed.\"\nIt has always interested me to see that there are a good many of our\n\nstudents who have said they were perfectly well on entrance to the university in the fall, who say, nevertheless, in the spring when filling in the\nroutine health questionnaire, that they are better. Questioned about it,\nthey say they really are better, they have more life, more \"pep.\" They\nhad been satisfied in the fall, but it was because they hadn't realized that\nthere was a still higher degree to which they could attain.\nOne who has charge of physical education in a college comes across\noccasionally the girl who dislikes any health requirements. I remember\none such girl who had been delinquent in fulfilling certain responsibilities.\nShe burst out with \"I hate exercise anyway. I hate doing things to keep\nmyself well. I don't see why we have to anyway.\"\nAnd when reasoned with from the standpoint of her future fitness\n\nand the emotional poise, which she was sorely lacking, she responded,\n\"I'd like to be like Robert Louis Stevenson .\"\n\nHer ambition was in English. She knew Stevenson was distinguished\nand had been an invalid. Her idea seemed to be that the spark of genius\n\n-of which perhaps she had a glimmer-could burn more brightly if\nunexposed to the draft of fresh air or the competition of sunlight, or was\nseparated in some way from a healthy body.\nShe hated to admit that a literary genius might do even a better\nbalanced piece of work if he had the emotional poise given by good\nhealth, and the vigor that did not tire, and that he could certainly give\na larger offering of enjoyment to mankind if he could continue to exercise his genius over a long period of years rather than to have it cut\nshort by illness and untimely death.\nThere is so much for us to do in the world and so much happiness\nto be gained that it is a moral responsibility for us to lift the plane of\nour well-being as high as possible, so as to be set free for accomplishing\nit. We really should be required to keep ourselves fit in order to retain\nour positions and our self-respect.\nPublic health is pretty well established now. Pure drinking water,\n\npure food, safe disposal of sewage, control of epidemics. The public\nagencies have gone about as far as they can in controlling disease conditions. It is necessary now for the individual to take himself in hand.\nOne way of getting the information we need in order to act intelli\n\n"}
{"page": 655, "printed_page": null, "text": "594\n\nNATIONAL EDUCATION ASSOCIATION\n\ngently is to have periodic examinations. The health examinations of the\nLife Extension Institute, as quoted in Fisher and Fisk's How to Live,\nshowed that among large groups of employes of banks and commercial\nhouses in New York, averaging twenty-seven years of age, and all supposedly picked men and women, only 1 per cent were found free of\nimpairment or of habits of life that invited impairment. Of those with\nimportant impairments, 89 per cent had been unaware of it before the\nexamination .\n\nWe realize how important it is for children during their growing and\ndeveloping period to have physical examinations. It is equally important\nfor people as they grow older. The degenerative changes of heart, arteries,\nkidneys, etc. can be identified and their progress retarded for many years\nif not stopped altogether by the discovery and removal of the cause and\nby following a wiser manner of living.\nSometimes a life insurance company gives the first inkling that a diseased\ncondition is present; it may in their opinion make the man so poor a\nrisk that he is rejected for insurance. Sometimes the discovery isn't\nmade until a tragedy has occurred.\nI realize perfectly well that what we call physical health does not\nalways indicate mental health. The subject of mental hygiene is being\nintensively investigated in these days in an effort to find scientific methods\nof overcoming handicaps.\nAt a recent meeting I heard a distinguished gentleman draw a picture\nof two women of his acquaintance. One was what would ordinarily be\nconsidered a perfectly well woman, strong, vigorous, never ill. The\nother had had many more illnesses and operations than even the unfortunate would ordinarily experience, and was never without pain in some\npart of her body.\nHe said that when he had talked with the \"well\" one he came away\nwith the depressing idea that every one and everything in that little\ntown was bad.\n\nShe had a taste for scandal.\n\nNo husband was true to\n\nhis wife, no wife was true to her husband, lying was common among the\nbusiness men and stealing among neighbors. In fact the utter depravity\nof everyone except herself seemed to be established in her mind.\nThen he would drop in to see the other woman. He would find her\nprobably in her invalid's room . There was no talk of her symptoms\nor suffering or of herself in any way, but gracious and generous talk of\nthe topics of the day as they had arisen in the little town, the nation\nor the world-and a spirit of peace and serenity that settled like a blessing\non the visitor.\n\nThere could be no better example of the fact that the hygienic care\nof the mind is just as important as the hygienic care of the body. The\n\"well\" woman wasn't really well at all. Her mind was out of order.\n\nHer habit of thought and feeling had probably been started wrong in\nchildhood. She may have lived with a bad example among her elders\nand had not had any educational guidance to help her to see that the\n\n"}
{"page": 656, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 595\n\ngood is at least as worth looking for as the bad, and as our characteristics, if left to themselves, become more set with age, so she had grown\nmore critical and fault finding as she grew older.\nThe \"invalid\" was beautiful in spirit not because she had a weak body,\nbut in spite of it. If good general health could have been associated\nwith her normal, healthy mind and generous attitudes she would have\nbeen able to extend her power for good far and wide.\nTheoretically, all of us would probably subscribe to a statement that\nhowever fine a person's spiritual nature might be, however keen and\npotent his mind, his total influence would be greater and far more complete if he possessed in addition, physical power, endurance, capacity to\nwork.\n\nIf the health of the adult is his own responsibility and obligation, the\nhealth of the child is the responsibility of the adult also. Handicaps to\ngrowth and development should be removed, such as adenoids that are\ninterfering with breathing and hearing, tonsils which are diseased. Vision\nmay need the help of glasses, nutrition may need a special study of diet,\nhis home environment may need readjustment so that he can have sufficient rest, sleep, sunlight and fresh air. Habits of behavior that threaten\nto interfere with his success in life will probably need adjustment. ( The\nnew study of mental hygiene should give help here.)\nThe earliest years are the most important in these matters for then\nhe is most easily molded for good or ill. The habits he forms before the\nage of eight are likely to determine his action throughout life, save as he\nmay be subjected to rigorous experiences of one sort or another later.\nFrom the standpoint of influencing the younger child or the child of\nadolescent years the teacher has a moral obligation to keep herself in\n\nsuch good health as to radiate the feeling of fitness. It is so much easier\nto mold attitudes and desires by example than by precept. An attitude\ndeveloped early that health is the natural and desirable condition will\ngo far toward supporting the child's conscientious efforts for it in later\nyears .\n\nSo much of the child's life is spent in exercise, by nature's provision\nthat he and she shall desire it, that it is a pity that we cannot in larger\ndegree give the attention to leading activity toward the educational results\nthat it can surely bring. The proper balance between expression and control of instinctive tendencies, the solving of problems in mastering the environment, as in using natural or artificial gymnastic apparatus, the solving\nof problems of living in friendliness with other children, as in games and\nthe use of equipment of which there is not sufficient to go around, the\ndevelopment of moral standards that contribute to social standards in\ncitizenship, the organic stability of the nervous system that is one of the\n\nby-products of big muscle activity, the skills in various usages and controls of parts of the body which will fit the child in later life to take\ncare of himself in emergencies, the development of standards of posture\nand the habit of erect carriage,\n\nmany of these are more than matters\n\n"}
{"page": 657, "printed_page": null, "text": "596\n\nNATIONAL EDUCATION ASSOCIATION\n\nof health as health is ordinarily conceived. They are matters of educationally fitting the child for life and deserve more attention from that\nstandpoint than they ordinarily get. Organic health will be promoted\nby big muscle activity whether or not it is under expert direction ( as\nwitness the farmer boy with his sound heart and digestion and stability\nof nervous reaction) , but the motor skills which make for fitness and the\nlessons in character building can only come under educational and educated guidance.\n\nThere is one other thing I wish to say to the profession. I see a\ngood many teachers who are graduates of normal schools or of college's\nand have dropped out of teaching to study at the university for a bachelor's\nor a master's degree. The impression I gain from them is that there are\na great many teachers who, by the time they have taught a few years,\nare worn out. One reason many of these teachers stop is to take a year\nfor recuperation, which is their idea of a year at the university as compared with their teaching experience. There are others, however, who\nseem equally tired on entrance and need recuperation just as much, but\nwho will not let go of the fixed idea they have which is to take all the\ncourses the law allows and prepare all of them in excellent form.\nNow there may have been various reasons for their accumulated fatigue,\nbut one thing stands out as general and that is that they are people who\n\ndon't know how to relax when they have a chance, they don't realize\nthat the right kind of recreation will be re-creation for them. They are\nserious-minded, they have forgotten how to play and to let that temporary\nseparation from their ordinary train of thought bring them refreshment.\nThe ideal now is to be fit for work, to do a fine piece of work, and\nyet have surplus energy to enjoy our leisure time in some kind of satisfying\nrecreation. When we have the vitality that this implies, coupled with\ndisciplined emotions, we find that work is a joy and life a tremendously\nworth while experience.\n\nTHE SCHOOL HEALTH PROGRAM IN RELATION TO\nMENTAL HYGIENE-ABSTRACT\nDR . THURMAN B. RICE, INDIANA STATE BOARD OF HEALTH\nINDIANAPOLIS , INDIANA\n\nThe process of education is one of development of the mind rather than\n\none of packing the mind with facts. Since only a healthy mind may\ndevelop, the matter of mental health or mental hygiene becomes one of\nparamount importance. A man had much better be an ignoramus without any schooling than have a mind wrecked by a pernicious system of education. As soon as we have become reasonably sure that we know what is\nright in the matter of mental hygiene we can do nothing less than modify\nthe entire school curriculum to meet its demands, if such drastic action\n\n"}
{"page": 658, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION 597\n\nshould be necessary. What shall it profit a child or a man to gain an\neducation and lose his health or his mind ?\n\nWhatever else mental hygiene may mean, it must insist that the child in\n\nschool be happy, not happy-go-lucky, and perhaps not happy all of the time,\nbut free and happy enough for normal symmetrical development. The\nproper attitude toward work, play, love and religion, the cardinal parts of\nour mental existence, will forestall an immense amount of mental trouble\nduring school life and in subsequent years . The school room must be\n\nregarded as a miniature cross section of life itself, rather than a place for\nmaking preparation for life. It must encourage initiative, independence,\nexpression and enthusiasm as well as order, team-work, and the development of the inhibitions .\n\nMatters which pertain to the proper mental development of the twentyodd millions of school children in the schools of the United States will\n\naffect the health, the happiness, the efficiency and the welfare of future\ngenerations to an incalculable degree. They deserve the closest scrutiny\nand study.\n\n"}
{"page": 659, "printed_page": null, "text": "Department of Science Instruction\n\nOFFICERS\n\nActing President, W. L. EIKENBERRY, State Normal School, East Stroudsburg, Pennsylvania.\n\nSecretary, EMMA M. GRIEBEL, Head of General Science Department, Lincoln High School,\nPortland, Oregon,\n\nHistorical Note-The Department of Science Instruction is an outgrowth of a\n\nState Department of Natural Science Teachers which was organized at a meeting\nof the Colorado State Teachers Association in 1894. See Proceedings of 1895, page\nIt was first known as the Department of Natural Science Instruction.\n\n951.\n\nThis department meets once each year, in June.\n\nMonday Afternoon, June 29, 1925\nSCIENTIFIC EDUCATION AS A DEFENSE AGAINST PRO AGANDA AND DOGMA-Benjamin C. Gruenberg, Director, American Association for Medical Progress, New York City.\nTYPES OF INVESTIGATION IN SCIENCE TEACHING-Hanor Webb, George Peabody College for\nTeachers, Nashville, Tenn.\nWHAT IS IT THAT SCIENCE TEACHING OUGHT TO ACCOMPLISH IN THE SCHOOLS?-Henry Harap,\nCleveland School of Education, Cleveland, Ohio.\nROUND TABLE DISCUSSION OF PAPERS\nThe authors of the latter two papers are connected with the American Association for the\n\nAdvancement of Science Committee on The Place of Science in Education, and their\npapers will open discussion of its work. Since the American Association for the Advancement of Science and the National Education Association are coöperating organizations,\nboth are peculiarly interested in the work of this committee.\n\nTuesday Afternoon, June 30, 1925\nJoint Meeting with American Nature- Study Society\nTHE AIMS OF NATURE STUDY-Anna Botsford Comstock, Professor of Nature Study, Cornell\nUniversity, Ithaca, N. Y.\nTHE METHOD AND CONTENT OF ELEMENTARY SCIENCE-Wilbur L. Beauchamp, University\nHigh School, University of Chicago, Chicago, Ill.\nTHE PRESENT AND FUTURE OF NATURE EDUCATION-M. R. Van Cleve, Director of Nature\nStudy and General Science, Toledo , Ohio .\nSYMIOSIUM : THE PROBLEMS OF\nDISCUSSION\n\nNATURE STUDY TEACHING AND THEIR SOLUTION -OPEN\n\nThis program was presented with the cooperation of the American Nature- Study Society.\nIt was designed especially to interest teachers in the junior high school and the elementary\nschool.\n\nSCIENTIFIC EDUCATION AS A DEFENSE AGAINST\nPROPAGANDA AND DOGMA\nBENJAMIN C. GRUENBERG, MANAGING DIRECTOR, AMERICAN ASSOCIATION\nFOR MEDICAL PROGRESS, NEW YORK CITY\n\nEverybody believes that truth is necessary for the people's welfare and\nsalvation, just as vitamins are necessary for the healthy development of a\nchild. Teachers are therefore called upon to improve the minds and morals\n\nof the people by imposing upon them the accepted truth, just as a conscientious mother resorts to forcible feeding when she discovers the importance of spinach and codliver oil.\nIn our daily teaching we are often confronted by the dilemma represented\n\nby the alternatives as formulated by Bryan. We must choose between\nteaching what Bryan contemptuously calls \" guesses of scientists\" , and\n[598]\n\n"}
{"page": 660, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n599\n\nteaching what he complacently calls \"the Word of God\" . It does not\nhelp much to protest that the guesses of science often come very close to\ndemonstrable truth, nor does it help much to point out that Bryan's\ncategories virtually beg the question. Our sad predicament arises from\nthe very foundations of our educational purposes.\nIt is this view, namely, that teaching is to impose truth, that was in\nthe past responsible for persecutions and inquisitions, and it is this view that\nis today responsible for a hundred statutes that we consider foolish , or\n\nworse, but against which we feel perfectly helpless. Here belong the\nlegislation against the teaching of evolution, or for the standardization of\npi as three without any fractions, or for the elimination of objectionable\nteachings from history textbooks, or for compulsory worship of selected\nportions of the United States Constitution to the exclusion of others, and\nsimilar efforts to protect children against false teachings and agitators and\nto insure their possession of sound doctrine.\nHere belong censorship of libraries and of teachers' readings, the Lusk\nlaws of New York and the Ohio committee to inquire into the heresies of\nState university instructors. About a dozen States have laws requiring\nthe daily reading of the Bible in public schools; about as many have laws\nforbidding the reading of the Bible in the public schools-both for fundamentally the same reasons.\n\nIt is this view of truth and of teaching that has in the past made possible\nthe ruthless coercion of whole peoples into the support of tyrannies and\nunholy wars; and it is this view that is today responsible for a similar\ncoercion of whole peoples into the support of tyrannies and unholy peace .\nIn a magazine article published within the year the writer makes claim\nor confession to having destroyed some letters by George Washington in a\nprivate library, because the letters had certain smutty spots in them, in\norder to preserve the \"ideal\" of Washington held by the uninformed. In\nseveral States grown men and women have been carefully reading new textbooks in civics and history, searching for words or passages that might\nundermine the patriotism of our children. The theory behind much of\nthis solicitude seems to be that that devotion to country depends upon the\ncountry being superior in every respect to all others of the present and of\nall time, including the future; every suggestion that its heroes were anything less than demi-gods, every suggestion for improvement, are considered\nattacks upon its perfection. It is of course conceivable that patriotism or\naffection for our country is like affection for our parents or our childrennot the result of the love object having attained perfection, but the motive\nof our devotion and effort and sacrifice for its welfare and improvement .\nWe might compare our intellectual loyalties to these emotional ones : is it\nour duty to insist that what we believe is true, or to seek the truth regardless of what others or we ourselves\n\nhave hitherto believed ?\n\nIn many States the laws require the teaching of physiology and hygiene.\nwhich are useful for all as science and art; but in many cases the statutes\nprescribe the inclusion of teaching about the evil effects of tobacco and\n\n"}
{"page": 661, "printed_page": null, "text": "600\n\nNATIONAL EDUCATION ASSOCIATION\n\nalcohol-which is neither science nor art, but doctrine. If you disapprove\nof the doctrine you may call it propaganda; if you approve of it, you may\ncall it sound doctrine. But it is doctrine.\n\nInmany cities the physiology and biology teaching have been under more\nor less direct attack, not on the ground that science teachers are doctrinaires\nbut on the ground that they present obnoxious doctrines, such as the unity\nof all life, or the non-transfer of maternal impressions or acquired traits,\nor the so-called \"germ-theory\" of disease. We accept propaganda and are\nmisled by it because we are as a people dogmatic and committed to the\ndoctrine that we are guided by sound doctrines.\nThis view of truth and of teaching is so ancient, so well established, and\nso widely accepted, that even teachers of science succumb to it, even while\nwe are engaged in the teaching of science. In fact, we often take so much\n\ndelight in exposing the errors of our predecessors that we help to fix more\nfirmly than ever the notion that we have at last attained to true beliefs .\n\nIt is a part of the teaching process, where we are concerned with science ,\nto help even young children to realize that things are not always what they\nseem.\nThe earth, for example, comes into the child's experience as a vast\nplane, with more or less surface irregularity. We teach him that in truth\nthe earth is round; and he believes us. Has the earth changed its appearance to him ? Does he now visualize a sphere swinging majestically in\nspace, among millions of others, most of them larger and swinging even\nmore majestically ? Does he actually picture to himself the daily rotation,\nand feel the roundness of the earth as a help in unifying many familiar\nphenomena ? Well, sometimes he does; but alas, even a teacher of geography can retain for a lifetime an identification of \"north\" with \"up\" ; and\ncan be sure of the roundness of the earth only because he can remember\nthe enumerated \"proofs.\" For most children, however, one doctrine displaces another; and without being very clear as to what it all means, they\ncan display cruel derision for the ignoramus who still believes the earth\nto be as flat as in all good conscience and common sense it appears to be.\nWhat is gained by such teaching? We can impress children with the\nignorance of the untutored, with the stupidity of our ancestors, with the\nsuperiority of our own enlightenment, with the mysterious ways of science.\nAs citizen and as prospective teacher, the child exposed to such teaching\nbecomes, intellectually, as complacent as any person with a closed book and\na closed mind. Does it ever occur to us that for many people the roundness\nor flatness of the earth is still an open question; or that for still more people\nthe assumptions may be totally different from ours; or that new discoveries\nmay again reopen the question for those who think as we do ? While this\nis an extreme example, it is typical in its results of much of our teaching..\nIt is part of the business of science teaching to make people, including\nchildren, realize what is involved in the progress of human knowledge.\nThe ancients were not fools; they knew what they knew and made the\nbest use they could of their knowledge. Wherein do we better today?\nWe have indeed accumulated more facts.\n\nWe have refined the instruments\n\n"}
{"page": 662, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n601\n\nfor seeing the immensely far and the wonderfully minute, we can detect\nand measure happenings beyond the reach of our senses. We have poked\ninto corners of the earth not previously visited by man, and have dug deep\ninto her bowels ; we have climbed the tallest peaks and have floated high\nabove the clouds. We have explored the bottom of the ocean and have\ndisclosed events of prehistoric times. We have millions of facts not ac-\n\ncessible to Socrates or Solomon. But these facts alone give us neither\nscience nor wisdom.\n\nIt is part of the business of science to disclose new facts, to refine and\n\nmake more precise old facts. And so it becomes part of the business of\nscience teaching to familiarize the world, including pupils, with some of the\nfacts. But that alone is of small moment. There are more planets than\nCopernicus studied, more continents than Columbus knew, more elements\nthan Mendeljeff counted, more species than Linnaeus listed. Since the\ntime of Galileo and his telescope we have weighed and measured the\nheavenly bodies, determined their distances and movements and chemical\ncomposition to a degree of accuracy and of comprehensiveness far beyond\nthe wildest imaginings he might have indulged himself. But what of it ?\nDo we need to teach any considerable portion of these millions of facts ?\nEven the teacher does not need most of them.\n\nAfter all, neither the scientist nor the man in the street is concerned with\n\nthe million new facts, primarily. Both are concerned with conclusions\nfrom facts, with general principles, with interpretations and applications.\nWe are sometimes impatient of the extremely practical person who asks\nabout a research : \"What can you do with it?\" We feel quite properly\nthat research in science cannot be evaluated in terms of immediate application. We feel, quite properly, that science has amply justified itself as a\nspiritual adventure which has brought us larger visions of human possibilities, deeper insight into nature and man, even if it never added a cent to\nthe econome productivity of the day's work. Nevertheless, the practical\nman's query deserves a dignified reply. It is precisely because we do believe that truth-truth of science-will make us free, will influence con-\n\nduct in a way that matters, will modify practical affairs, that we take our\nteaching so seriously.\n\nWhile the investigator may spend days or years in pursuit of an elusive\nfact, it is not this fact that the rest of the world cares about.\n\nWe want\n\nthe larger truth of which this fact is but a fragment. Moreover, the investigator in pursuit of an elusive little fact, sometimes bags something\nmuch bigger. Curie did not go out to find radium; Pasteur did not go out\nto discover the pathogenic microbes; Metchinkoff was not looking for\nphagocytes, just as Columbus was not in search of new continents. We\nbelieve that such searchings should be encouraged, not merely tolerated ;\nand we believe that the results of such searchings, the truths revealed to\nthe human spirit, even though they are fragmentary, should be taught without restraint. In the long run such truth is important and will prevail.\nThere is something, however, to be said for the obstructionist, who\n\n"}
{"page": 663, "printed_page": null, "text": "602\n\nNATIONAL EDUCATION ASSOCIATION\n\nwants only his grandfather's truths taught; and for the legislator who is\nlooking after the interests of the public. The latter makes the plausible\nclaim that those who pay for education have the right to select what they\nare to pay for. The teacher may have whatever opinions he likes; but he\nhas no right to teach the children what the parents and taxpayers do not\nlike. The parents and taxpayers, since they supply the pupils and the\nteacher's salary, have the decision in their hands.\nSo long as teachers concede that the business of teaching is to transmit\nsound doctrines; so long as they admit that in a controversial issue one\nopinion is right and the others wrong, the legislators are doing their duty\nin prescribing and proscribing our teaching. On the assumptions stated,\nthey have responsibilities that they can meet in no other way. Personally,\nI consider both assumptions utterly untenable, and the conclusions therefore unwarranted.\n\nThe assumption that the school is to transmit sound doctrine I consider\nuntenable because it implies in its turn both the attainability of absolute\ntruth and its having been attained. If modern studies in the various\nbranches that have been affected by the scientific method teach us anything.\nthey teach us that in varying regions people clung earnestly and tenaciously\nto varying truths; and that in any one region, people have at various times\nheld just as earnestly and tenaciously to varying truths. Moreover, our\nconscious efforts to discover criteria of truth, which have been characteristic\n\nof centuries of thinking, have during the period of science led to abandonment by scientists of the pursuit of the absolute. The scientist is indeed\npositive as to what he knows; but he distinguishes rigorously between ascertained facts, facts which others can confirm, and conclusions drawn from\n\nthese facts. He distinguishes his facts of observation on the one hand from\nhis postulates, and on the other hand from the inductions or generalizations\nwhich he constructs from those facts.\n\nIt is our business as teachers of\n\nscience to lead our pupils to make these distinctions for themselves, by making them conscious of postulates and of generalizations as such. We assume, for example, the conservation of matter and of energy: this postulate\ncannot be \"proved\" in any strict sense, yet all of our quantitative work in\nbusiness and in industry, in medicine and in commerce, no less than in research, rests upon it. Moreover, while we cannot prove it, neither can we\nthink straight or carry on satisfactorily without it. We must \"believe\"\nthis, but we must know both the warrant and the purpose of our belief.\nAgain, we assume the principle of adequate cause and the principle of\nuniformity without being able to prove them. We ought to know and our\npupils ought to know that from the nature of things every induction must\nrest on limited data or facts; and that every deduction is in effect an interpolation or an exterpolation that may or may not accord with reality. We\napply these assumptions with the utmost confidence when we build bridges,\nwhen we chlorinate a water supply, when we use a comp'ement fixation\ntest, when we administer anti-toxin. Once in so often a bridge collapses,\n\ntyphoid fever appears in Chicago, the pathologist's findings are misinter\n\n"}
{"page": 664, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n603\n\npreted, diphtheria is accompanied by anaphylaxis. Disasters do occur in\nspite of our best knowledge; and disasters are irreversible; but they should\nat least teach us to improve our technique for the next day. From the\nstandpoint of science, they rectify and refine our fragmentary generalizations.\n\nWe must ourselves distinguish between opinions and facts, and teach\nour pupils so to distinguish. Science teaching must make those taught\nconscious of the working hypothesis as an instrument of thought, not as a\nfinality, or as an authoritative opinion to oppose to the opinions of others.\n\nThe truth that most people take so seriously as something to teach, or not\nto teach, is in most cases a more or less elaborate, more or less supportable\nopinion. There are no \"sound doctrines\" except detailed facts, which for\nthe most part are useless or uninteresting; and well considered hypotheses,\nwhich should, however, be taught as hypotheses and therefore subject to\nchange.\n\nSome four years ago when amusement and consternation were being\nscattered to all parts of the country by the press accounts of the efforts in\nthe State of Kentucky to pass a law prohibiting the teaching of evolution\nin tax-supported schools, a faculty conference was held in one of the universities to consider the position university professors ought to take on the\ncontroversy then raging. One of the professors is reported to have said,\nin effect, \" If the proposed law prohibits the teaching of the Darwinian\nhypothesis, then it is bad legislation and we ought to oppose it. If, however, it undertakes to prohibit the teaching of Darwinism as an established\nfact, that is different and the legislation cannot be harmful, even though\nunnecessary.\" To this a professor of zoology is said to have rejoined,\n\"Darwinism is not an hypothesis, it is an established fact.\" I do not know\nwho these professors were but in this case the professor who was supposed\nto be scientific, because he taught one of the sciences, certainly had something to learn from the professor of philosophy.\nThe assumption that the-authorities or taxpayers have the right to\n\nchoose what doctrines or opinions are to be taught I consider untenable\nbecause from the nature of our institutions and of our social development\n\nit has already become impossible for most laymen to form intelligent judgments in technical fields. We need more and more schooling precisely\nbecause our scientific knowledge is rapidly outrunning popular knowledge.\nThe child has to learn vastly more than his parents can possibly know ;\nand the parent is in no better position to decide in detail what and how his\n\nchildren should be taught than the legislator is to decide how the doctor is\nto diagnose and treat his ailments. When you go to the store you may\nbuy whatever pleases your fancy, if you can afford the price. When you\ngo to the doctor, you may think you know what you want; but if he is an\nhonest professional man he will not ask you what he is to write on the pre-\n\nscription. When you place the manufacturer's child in my science classroom or laboratory, neither the father nor the school superintendent nor\nthe governor can tell me what I am going to teach, or how. If I am not\n\n"}
{"page": 665, "printed_page": null, "text": "604\n\nNATIONAL EDUCATION ASSOCIATION\n\na better judge of these things than the taxpayer or the legislator, I am not\nfit to hold the job.\nAs for those who want their own brand of doctrine taught, we may have\nsome sympathy for their feelings, but we can make no concession to their\nwishes. Their wishes are also based on an assumption of absolute truth.\nThey hope to get their doctrines adopted as teaching material by force of\nnumbers, by majority in the legislature. This is on the theory that the\npublic is entitled to what it wants, whether it is in the way of a bond issue\nfor roads or in the way of a central water supply, or a theory of cosmogeny.\nAs teachers of science we cannot concede that the ballot is an effective in-\n\nstrument for discovering the kind of truths that concern us.\nThe place of doctrine in the school is closely related to the place of\npropaganda in the community at large. So long as all teaching as well as\nall thinking was dominated by the assumption that we had truth to begin\nwith, it was not only proper for each group to tell the rest of the world ;\nbut for those who took their doctrines seriously it was a duty to enlighten\nthe heathen. Doctrines affecting all aspects of life emerged out of a comparatively few general concepts regarding the nature of the universe and\nwere closely connected with what we sometimes call religious beliefs. Even\ntoday there are many groups that cannot divorce folk-lore from theology\nand theology from such highly technical problems as medicine, agriculture,\nmeteorology, and astronomy.\nWe cannot blame people who suffer from such fixations, but we have\nto recognize that one of the great difficulties arises from the ease with.\nwhich the human infant does learn. If you tell a very young child a fairy\ntale which he likes, you have to be careful when you repeat the story to get\nthe details exactly right. The contents of Little Red Riding Hood's basket\nare determined once and for all by the first accounts and no deviation from\nthe standard equipment will be tolerated. This is typical of the method\nby which obstacles to learning and enlightenment become thoroughly fixed\nduring early years of life ; and for our purpose these include the years of\nprogressive schooling .\n\nThirty to forty years ago, children were being taught that the adult\nmosquito is an ephemeral of some eighteen hours life span. Experiments\non the transmission of malaria by the mosquito brought results in conflict\nwith this doctrine : many could not believe the new teaching because it\ninvolved for Anopheles a life span of two or three weeks. Moreover, many\nhad been taught that the female mosquito has one good meal, lays her eggs ,\nand perishes-by analogy, no doubt, from other insects. The new doctrine\ngave the animal at least two meals, and that was hard to reconcile with\nearlier teaching. Finally, the very name of the disease, malaria, was for\nmillions of people associated with the doctrine of bad air, bad night air,\nusually, as an etiological factor, and with the corresponding applications to\nlife.\n\nLanguage fixations are much more common than most teachers seem to\n\nrecognize, and probably most of us are ourselves somewhat handicapped by\n\n"}
{"page": 666, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n605\n\nthem and by their implications. Many still speak absent-mindedly of water\n\nseeking and finding its own level, while the child sincerely wonders\nhow the little drops can be so clever. We read in recent texts that the\nhind legs of the whale and the eyes of cave fishes have disappeared through\n\ndisuse; and in later pages of the same texts, clear intimations that Lamarck\nwas probably mistaken. Or we read that the stem provides a path for carry-\n\ning materials from the roots to the leaves, and other materials in the reverse\ndirection; while later chapters tell us plainly that a conscious anticipation\nof future conditions and needs depends upon a rather complex nervous\nsystem, which the stem obviously lacks.\nMost people, even those with high I Q's, attach sacredness to various\nconcepts or mere formulæ acquired early in life, with the simplicity and\nearnestness that young children feel about their precious treasures. Those\nwho worship symbols that have no meaning to us we consider heathen or\nidolaters; while we worship our own symbols and cannot understand the\nindifferences of the barbarian. The early conventions thus become serious\nobstacles to the later development of an objective consideration of facts and\nproblems. Like the Briton in \"Caesar and Cleopatra\" , we think that our\nprovincial customs are Laws of Nature. The uncritical acceptance of this\n\nsituation is characteristic of large numbers of people who have learned what\nthey know only too well; and it results in bigotry, dogmatism and attempts\nto legislate doctrine into the schools and into the lives of other people.\nWith the development of scientific methods and scientific ideals, and\n\nespecially with the systematic introduction of science teaching into the\npublic schools, indoctrination as a method and the true faith as an end\n\nmust gradually be removed from education. Children will for a long time\ncontinue to come to school saturated in superstition and anchored to rigid\nprejudices. Parents will for a long time continue to protest at our efforts\nto analyse the objective world and our traditional concepts. We shall have\nto be patient, and we shall have to be at least as tolerant of their absurd\ndoctrines as we want them to be of our alarming heresies. But we shall\nhave to rely upon our scientific method and not be tempted into controversy\n\nor propaganda on our own account; for if we have faith in the validity of\nscientific methods, we need not be too greatly concerned about what our\npupils believe for the time being. If we can get people into the habit of\nasking \"what are the facts in the case?\" or \"what is the reliability or accuracy of these facts?\" we shall not need to insist upon our own views, we\nshall not need to proclaim our doctrines with vehemence and with megaphones.\n\nThe science teacher must take his place with other professional workers\nand insist upon the right to speak authoritatively in his field. This would\nmean the right to decide what and how he will teach. The reciprocal\nobligation is that of being thoroughly qualified to discharge the responsibility that should go with so much power. His qualification will rest not\nupon his mastery of a body of doctrine, nor upon his subscribing to accepted\n\n"}
{"page": 667, "printed_page": null, "text": "606\n\nNATIONAL EDUCATION ASSOCIATION\n\nbeliefs, it will rest upon his mastery of a point of view and upon his\nthorough-going and honest reliance upon science at every step.\nIt is altogether too easy to proclaim our superiority by casting ridicule\nupon superseded beliefs and practices. Of course it is absurd to believe\nthat nature hates a vacuum, or that wicked spirits cause acute infectious\ndiseases, or that the shape of a leaf shows the kind of sickness it can cure;\nbut it was not absurd to believe such notions when they represented the\nbest knowledge available. Our superiority lies not in having attained true\nbeliefs, but in having acquired the habit of analyzing and formulating our\nown assumptions and in having acquired a technique for testing our \"be-\n\nliefs\"-that is, our working hypotheses.\nIn an age that depends as does ours upon a day by day application of\nscience to the health of the people, to the supplying of common necessities,\nto transportation and communication, to recreation and to other accessories that make life interesting, the teacher of science stands in a position\nof peculiar responsibility, for it is his work at every level of instruction that\nwill determine the attitude of masses of people toward fundamental issues.\nWhere peoples have been brought up to attach the greatest significance to\nwhat is believed, the science teacher must get them to realize the significance\nof understanding the basis of belief. Where tradition implies that \"truth\"\nis in some sense eternal, the science teacher must get people to realize that\nour knowledge grows by constant revision and adjustment of approximations to reality.\n\nThe business man has been influenced by the growth of science insofar\nas it directly affects his material interests; he has learned to scrap expensive\nmachinery to make way for better machinery. As a people we have to\nlearn to do this with the most precious machinery we have, namely, the\nideas through which in the end we control our material surroundings and\nhold our far from perfect own against a hostile universe. Science teaching\n\nshould include the teaching of this practise: every principle is held subject\nto good service, and subject to replacement by a better principle. It ought\nto be impossible, eventually, to discredit the work of scientists because\ndoctors did at one time believe in humors or bleeding, whereas today they\nbelieve in germs and vaccines ; or because chemists at one time believed in\natoms and today believe in electrons.\nThose who have given some thought to education cannot escape the\n\nfeeling that the school must somehow transmit to youth the gains of past\nexperience. If science is to be always tentative and forward reaching and\ntheoretical, it will seem to many, even to many teachers, to have nothing\nof lasting value. It is nevertheless this very characteristic of science that\ngives it lasting value. The facts of science are overshadowed by new facts.\nThe theories of science are replaced by new theories-not altogether replaced, but notably modified; it is therefore futile to impress our pupils too\ninsistently with the striking facts newly revealed, or with plausible theories\nassimilated during our own impressionable years. Our insistence should be\nupon the prnciples that entitle science to a hearing; the reliance upon fact,\n\n"}
{"page": 668, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n607\n\nthe measurement and reproduction of fact, the honest facing of negative\ninstances, nay the eager quest for negative instances, the distinction between fact and theory, the experimental method, the frank acceptance of\nhypothesis as subject to revision, and the open mind ever ready to revise\nits postulates. It is the method of science that will enable us to counteract\npropaganda, and that will equip our pupils to meet the onslaughts of propaganda and dogmatism.\n\nWHAT IS IT THAT SCIENCE TEACHING OUGHT\nACCOMPLISH IN THE SCHOOLS ?—ABSTRACT\n\nTO\n\nHENRY HARAP, CLEVELAND SCHOOL OF EDUCATION, CLEVELAND, OHIO\n\nScience should be taught with a view to making life in the home and in\nthe community more efficient, comfortable, and happy. The study of\nscience should help to reduce the burdens of the home, and to make home\nlife more efficient and economical. It is ignorance of the facts of nutrition\namong other things which causes our nation to consume 180 pounds of\nmeat per person per year and only four pounds of cheese per capita per\nyear, although cheese is twice as nourishing as meat.\nThe average person is called upon daily to solve problems of ventilation,\nheating, lighting, p'umbing, and cleaning for which simple technical facts\nare a great help. If our generation of children learned the truth about\nfurniture woods the furniture dealers of the next generation would not\ndare to make false statements to their customers. Automobiles, phonographs, and radios are so generally used that the school has it in its power\nto help the owners to extract maximum service from these mechanical\nappliances.\nIt is said that three-quarters of the homes of the nation are without\n\nplumbing. This is so vitally related to health that the future citizen needs\nto be prepared to remedy this deficiency. The rural home faces a par-\n\nticularly urgent need to appreciate the possibility of reducing drudgery by\nthe use of mechanical appliances. The average working day for the farm\nwoman is thirteen hours in summer and ten hours in winter. Nearly half\nthe homes in the United States are wired to receive electric current.\n\nIt is\n\nbecoming more necessary daily to understand the useful facts of electricity\nin order to use and select electric equipment intelligently.\nOf all the technical problems of the consumer the school has neglected\nthe fuels most. The nation is unaware of a serious fuel problem. The\npeople have it in their power to save over one billion dollars annually in\nenergy supply. Our fuel reserves are rapidly dwindling away. Geological\nexperts predict that at the present rate of extraction our oil supply will\nnot last more than twenty years. There is a rich field of scientific instruction in the matter of fuels.\n\n"}
{"page": 669, "printed_page": null, "text": "608\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE AIMS OF THE NATURE STUDY MOVEMENT—\nABSTRACT\nANNA BOTSFORD COMSTOCK, PROFESSOR OF NATURE STUDY\nCORNELL UNIVERSITY, ITHACA, NEW YORK\n\nNature study has had for its chief purpose, first and last unswervingly,\nthe cultivation of the child; the developing of his powers of observation\nand of thinking, and making him intelligent as to his natural environment.\nNature study gives practical and helpful knowledge along many lines,\nespecially in agriculture, horticulture, and hygiene. It cultivates in the\nchild a love of the beautiful; a perception and appreciation of color, form,\nand music. It cultivates the imagination of the child, and more than\nany other study, except perhaps that of mathematics, develops in the\n.child perception of truth and a realization of its importance.\nNature study develops in the child a sensible altruism and humanness.\nAbove all it gives the child a sense of companionship with life out-of-doors\nwhich is a most valuable asset in these days of hurry, stress and strain.\nNature study in the school is a help of a most practical kind in giving\nthe child a vital interest in other studies.\n\nNature study is making good progress throughout the schools of America. It is also a growing activity in the summer camps. These camps\nare usually situated in ideal places for becoming acquainted with all\nphases of outdoor life. This year fifteen thousand boys and girls in camps\nall over our country will study their environment practically and intelligently.\n\nThe necessity of conserving wild life is becoming more and more of\ninterest to the public. Owing to the growth of this sentiment nature\nstudy is taking on new duties and responsibilities. There can be no\nintelligent conservation without knowledge of the species to be protected\nas well as the method of protection.\n\n"}
{"page": 670, "printed_page": null, "text": "Department of Secondary School Principals\nSECRETARY'S MINUTES\nOFFICERS\n\nActing President-MILO H. STUART, Principal, Arsenal Technical High School, Indianapolis,\nIndiana.\n\nVice-President-JAMES TAYLOR, Principal, Denfield High School, Duluth, Minnesota.\n\nHistorical Note-The Department of Secondary Instruction was organized in\nTopeka, Kansas, in 1886. See Proceedings of 1887, page 395. Anticipating the proposed merger of the National Association of Secondary School Principals with the\nNational Education Association, the name of the Department has been changed to\nthe Department of Secondary School Principals. The officers of the National Association of Secondary School Principals for 1925-26 are : President, William E.\nWing, Deering High School, Portland, Maine. Secretary, H. V. Church, Cicero,\nIllinois .\n\nThe meeting was held on July 2, 1925, at 2:00 P.M. in the Spink Arms Hotel\nin Indianapolis, Indiana.\nMilo H. Stuart, Principal of the Arsenal Technical High School, Indianapolis ,\npresided.\n\nThe secretary, Lillian V. Johnson, Lincoln High School, Seattle, Washington,\nbeing absent the chairman appointed Mabel E. Tichenor of Princeton, Indiana,\nto act as secretary pro tem. The chairman also named the following nominating\ncommittee: L. A. Fullwider chairman, Freeport, Illinois ; James Furgeson, Chico,\nCalifornia ; and J. J. Mitchell, Logansport, Indiana.\n\nThis committee submitted the following nominations for officers :\nPresident-Charles Edwin Keyes, Oakland High School, Oakland, California.\nVice-President-L. W. Smith, Principal of the Joliet High School, Joliet, Illinois .\nSecretary-Margaret Durkin, Scranton High School, Scranton, Pennsylvania.\nThese nominees were elected.\n\nA program which had as a subject \"Extra Curricular Activities, Civic and\nAthletic, \" followed.\n\nFranklin S. Lamar, Vice-Principal of the Manual Training High School, Kansas\nCity, Missouri, talked on \"Extra- Curricular Activities .\"\nW. M. Aiken, Principal of the John Burroughs School, Clayton, Missouri, talked .\n\non \"The High School Principal and World Diplomacy.\"\n\"The Place of Athletics in the High School Program\" was the subject of C. W.\n\nWhitten, secretary, Illinois State Athletic Association, De Kalb, Illinois.\nA. L. Trestor, secretary, Indiana High School Athletic Association, Anderson,\nIndiana discussed the \"High School Principal's Job in Athletics.\"\n\nEXTRA - CURRICULAR ACTIVITIES\nFRANKLIN\n\nS.\n\nLAMAR, VICE- PRINCIPAL, MANUAL TRAINING\n\nHIGH SCHOOL, KANSAS CITY, MISSOURI\n\nThe people of the United States are pouring out their wealth to maintain the public schools at a cost undreamed by the most ardent advocates\na few decades ago. They are giving their money without stint, and with\nunbounded faith in the efficacy of the program of education.\nThey are not making these sacrifices in the interest of the individual ;\nnot in order to prepare him to live his life in a way more pleasing to him,\n[609]\n\n"}
{"page": 671, "printed_page": null, "text": "610\n\nNATIONAL EDUCATION ASSOCIATION\n\nto enable him to enjoy more leisure, to prepare him to contemplate beauty\n\nand grandeur for the mere sake of contemplation, to read poetry with\nfeeling and to hear the symphonies of the masters with understanding ;\nin short, to become possessed of the learning of the ages, and to be spoken\n\nof by the multitude as a man of wisdom, who sits by his fireside and\nmeditates day and night.\nTaxes are levied in ever increasing amounts for the public schools in\norder that a high plane of citizenship be guaranteed; that the social\nbehavior of the men and women who are now our boys and girls in\nschool be elevated to a degree that will justify the outlay. Society is\nbecoming increasingly complex. New problems are constantly arising.\nNew adjustments must be made, or there will be friction and clashing.\nThe machinery of our fathers had few close fitting parts. Gears might\nrattle in their untrue bearings with small concern to the neighbor a\nhalf mile distant. There is a far cry from the rattle of our grandfather's\nreaping machine, to gentle purr of the Rolls Royce, in which every moving\npart is in complete adjustment. There is no back lash, no clashing of\ngears, no heating by friction, no impeding of motion; but the beautiful\nmechanism moves with a nicety that is possible only when there is complete harmony among its parts.\nSo it is with society.\n॥ We\nare not especially interested in the intellectual attainments of the\n\nman we meet on the street, in the office, at the theater or at the ball\ngame. We do not care about his classical knowledge when we are closing\na business deal with him. But we are tremendously interested in his\nbehavior.\n\nThe woman who bustles into the store and shoves herself into a place\nat the head of a line of men and women who have been standing a\n\nlong time in order that they may take their proper turns at the cash\nwindow, may be able to quote Browning, to criticise the rendition of\nWagner, and to pass judgment upon the question as to whether a picture\npurchased at great price is a masterpiece or a copy; but the weary, patient,\npushed-back line of customers do not care about her boasted culture.\n\nTo\n\nthem, she is a self-willed unsocial, untrained woman who jars society,\nand who belongs at the foot rather than at the head.\n\nShe has not been able to profit by the training in youth that hard social\nknocks give. She has not been blessed by coming up against the stone\nwall of opposition, when her will went contrary to that of the group in\nher childhood. She has not learned the great lessons of social adjustment\nthat extra-curricular activities teach.\n\nShe might have had a private tutor who poisoned her mind with the\ndoctrine of aloofness from the contaminating influence of the public school.\nHer parents might have made her believe that she was of better stuff than\nthose about her, and that she had rights in society that she should defend\nby trampling upon others. And these notions have prevailed because her\nschool has not given her the opportunity of receiving an emotional training\nthat would surely and effectually displace them.\n\n"}
{"page": 672, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n611\n\nThe man who can read Plato in the original, who can discuss to the\nsatisfaction of the average person the Einstein theory, who can meditate\nupon the beauties of Ancient philosophy, and tell the stars in their courses,\npresents his knowledge to small avail when in the traffic jam he takes\nliberties that interfere with the rights and the movement of the procession.\nThey care not whether he drive a Ford or a Packard. They think not\nof his erudition. They are intensely interested in his behavior.\nSocial behavior is determined by emotional training. The three R's\nnever guaranteed a boy's actions in a crowd. The three R's alone never\ncan train his emotions. We may feel like rushing to the defense of the\ndowntrodden and oppressed when we read the stirring lines of poetry ;\nour hearts may swell with ambition when we repeat the words of Excelsior; we may be impelled to do the worthy deed and perform the noble\nact when we are in the seclusion of our study; but unless we promptly\ngive expression to our thoughts when the opportunity arises, by the worthiest and noblest action that accords with our social training, our intentions will become as the burning taper, whose flame has gone out from\nthe mists of eventide, and whose light will be more difficult to kindle again.\nIt is steel against flint that creates the spark. It is social contact that\nbuilds character.\n\nThe world calls for action, and action unguided by the right kind of\nemotional training, may bring the ship of state upon the rocks. The\nvalue of intellectual training is not depreciated; but the value of emotional\ntraining along with that of the intellect is emphasized.\nIt is an easy thing to do to tell a man who has never ridden a bicycle\n\njust how to do it. Make the pedals go round with the feet, and guide\nthe front wheel with the handle bar.\n\nCommitting to memory these\n\nsimple rules, he may be able to proceed in a forward direction some\ndistance. But let a crisis approach, let the unusual happen, let an object\nmove toward him that he must hit or go around, think as hard as he is\n\nable just what to do, the almost inevitable result will be a collision. He\nwill hit the thing that he ought to miss, and miss the path he ought to take.\nPractice is necessary to enable us to miss obstacles and to make sure our\nbehavior. Actual practice in meeting the demands of society is required\n\nof our boys and girls in their relationships on the playgrounds, in clubs,\nin assemblies, at games, and in their inter-school contests. It is only by\nsuch practice that our future citizens can be expected to react correctly in\nsocial crises.\n\nTime was when one might be recognized as highly educated who could\nnot keep his equanimity in a crowd that would push him and carry him\nalong against his will, and with small concern inflict upon him discomfort\nor pain. He might object to going where the crowd was going. He\n\nmight feel his superiority of intellect over the mass that surrounded him;\nhe might argue his rights as a cultured gentleman, and then, if his\nemotional training had not been severe enough to prepare him for this\n\nordeal, he might feel that his dignity was assailed, and forthwith assert\n\n"}
{"page": 673, "printed_page": null, "text": "612\n\nNATIONAL EDUCATION ASSOCIATION\n\nhis manhood by personal encounter, undeterred by the sense of his own\nresponsibility for the feelings of the group.\nThe man or woman who does not know how to get on in society,\nis not rightly educated. The boy or girl who is not being given training\ntoward that end will sooner or later bring public condemnation on the\nschool which nourished him.\n\nBehavior is more evident than knowledge and the public is going to\ndemand more and more that the schools give adequate attention to this\nphase of education.\n\nChildren learn to behave by behaving and behavior cannot be taught\nadequately in the class room. Glacial pebbles of quartz and granite were\nnot rounded and worn smooth by lying quietly in a snow drift. Feathery\nflakes did not shape them by resting quietly by their side. They had their\nrough edges, that would cut and scratch and carve, worn off by rubbing.\nagainst each other, rolling and tumbling and moving with the mass.\nThe boy that is encouraged to stand aloof from the crowd, that refuses\nto mingle and to let the rough edges of his emotional nature be worn off\nby contact and attrition, that is encouraged to believe that his high scholastic grades alone will give him entrance to society, and that nothing\nmore will be expected of him than his exhibit of the type of culture that\nhe exemplifies, will run grave risk of being hazed when he enters college,\nand of being the butt of society when he returns.\nThe world demands sportsmanship, and coöperation; it demands the\nability to adapt one's self; to give with love and to take without rancor.\nIt expects participation in worthy social enterprises, and the feeling of\nresponsibility for their success .\n\nTo secure this, it will require practice, not preaching; training in the\ncrowd, not isolation; hard knocks and stiff opposition. There must come\ndefeats along with successes, for occasional defeats are more to be desired\nin youth, than continued success.\nThe school that wins regularly in athletic contests, or in music or\ndebate, that carries away triumphantly, year after year an array of silver\ntrophy cups, comes to look upon itself from an unhealthy view point. It\nwill be difficult for those in charge to suppress a feeling of superiority in\nother qualities. It may be possible that the successes have not been due\nto the real superiority of the school so much as to a chain of circumstances\nover which they have had no control. They are not really better prepared for victory than they should be expected to be. Change conditions that they themselves have no part in making, and they may meet\nblessed defeat. If they do not, it will be but a few short years until\nsociety will test them as individuals. If they fail in this test, their school\nwill have failed. If they win, then their school has only done its duty.\nThe type of disciplinary training necessary to enable one to carry on\nin this busy complex age, is demanded of the schools. Today, one meets\nmore people on the street while he is on his way to work each morning,\nthan our grandparents met in a year. We must start and stop with the\n\n"}
{"page": 674, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n613\n\nprocession; we must avoid left hand turns when left hand turns would\nsave the individual time and trouble.\n\nWe must rub elbows with our\n\ncompetitors daily, and we no longer are able to boast of our personal\nliberties without fear of contradiction.\n\nChildren will not get this discipline by being compelled to toe the\nmark and to remember facts and dogmas. They must be given the\nopportunity to engage in the various extra-curricular activities.\nExtra-curricular activities are the pupils' own enterprises. The child\nmay choose from the ones that appeal to his nature, that arouse his interests, that give him a choice of companionship, and that stimulate him to\ndo his best. They should be provided by the schools in variety wide\nenough to appeal to the taste of every pupil.\nThese activities should be carefully sponsored. They should be organized with the end in view of their efficacy in disciplinary training. No\npublic school can afford to neglect them. The sponsors should be deeply\nconcerned with behavior, and they should so unobtrusively direct the\nactivities that the pupils forget that they are being directed. Democratic\nprinciples must prevail at all times. The group can generally be relied\nupon to settle its problems in its own way. It may be that the suggestions\nof certain principles of right conduct may be of assistance, but the value\nof these activities lies in the opportunity they afford the pupils for practice\nin making their own decisions, and acting in the interest of the group.\nEven conflict of opinions between individuals and the group should not\nbe outlawed. Authority may be applied only when it becomes hopelessly\nimpossible for the children to settle their questions, and when further\n\ndivision might bring disaster. Many things that occur should be neither\nseen nor heard by those in charge. The teacher who holds the idea of\nmilitary discipline, who expects to issue commands and to see them blindly\nobeyed, will fail utterly to meet the qualifications necessary to direct one\nof the activities .\n\nMany are coming to disbelieve in the theory of blind obedience as a\nvirtue. In spite of all that has been said in the past few years against the\nso-called loose discipline on the part of parents and teachers in America,\nin spite of the oft repeated prophesy issued by the adherents of the old\nidea of discipline, that the present generation was losing respect for\nauthority, and that they would fail in a national crisis, the American\nsoldier was unexcelled on the battle fields of France, and no soldier, of\nwhatever nation, could be more certainly depended upon to do his duty,\nwhether it be in the smoke and flame of battle, or back of the lines in the\narduous and unsung labors of the supply department.\nPlay grounds are supervised in order that the children get more joy\nout of play. Extra-curricular activities should be sponsored, not with the\nidea of inhibition, but with the idea of more complete and more abundant\n\nand more enthusiastic support on the part of the child.\nThe value of athletic contests is not inherent in the team itself.\n\nThe\n\ncrowd of enthusiastic boys and girls, whose hearts beat in unison for\n\n"}
{"page": 675, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n614\n\nvictory, who cheer the good plays of their own teams and forget not to\napplaud the skill of their opponents, are bound together for the accomplishment of one single purpose. They are receiving a training that in\nits summation, is of far greater value than that to the teams themselves.\nFive thousand cheering boys and girls, intent on victory, become quiet\ninstantly when one of the members of the teams holds up his hand for\nsilence. The effect is marvelous. Opponents respect the simple request.\n\nNo constituted authority could accomplish so quietly and so effectively\nsuch a result. The training that is able to accomplish such social control,\nis vastly worth while for it is the kind of training that will endure\nthroughout life. This crowd of boys and girls will unite their enthusiasm\nand spirit into the larger social enterprises of later years.\nChildren who can cheer their teams in defeat, and who can use all\ntheir powers of youthful enthusiasm toward the preparation for victory\nin the next contest, will be the men and women who, given a just cause,\nwill bear their banners high, and work for the accomplishment of ideals\nin later life with a zest that knows no bounds.\n\nNot only are pupils trained thus in athletics, but in debate, in club\ncontests, in music, and oratory, in whatever group they be, training for\ncitizenship will be effective.\nWhen we provide extra-curricular activities in sufficient variety to\nappeal to every child in school, and so direct them that they will adequately\nmeet the demands for emotional training, we will be able to eliminate\nmuch of our repressive discipline that we use at present. We will develop\nleadership, and the ability to follow. We will banish the evils of idleness,\nand add a zest unknown in many places to school life. We will prepare\nour boys and girls to take their places in society, and to bring their\nemotional natures to harmonize with the true spirit of democracy.\n\nEDUCATION AND INTERNATIONAL RELATIONS\nWILFORD W. AIKEN, DIRECTOR, JOHN BURROUGHS SCHOOL\nCLAYTON , MISSOURI\n\nWe easily forget. A merciful Providence permits us to forget. The\nheaped-up tragedies of life kept constantly in mind would overwhelm us ;\nbut there is danger in forgetting. There is danger that we shall forget\n\nthings that should remain vividly in memory. Each new day's duties\n\ncrowd out of the memory tremendously important things which should\nnot be forgotten.\n\nIt is only a few short years since we were in the midst of the world's\ngreatest tragedy and we seem to have forgotten already, and each one has\n\nturned to his separate way as if our whole civilization had never been\nupon the verge of destruction.\n\nWe have forgotten the call to arms, the laying aside of ordinary pursuits, the building of camps, shipyards, ships, munition factories, and of\n\n"}
{"page": 676, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n615\n\nturning our whole industrial life to purposes of destruction. We have\nforgotten the marching in the streets, the partings, the tension, the waiting,\nthe fears, and the casualty lists. Those of us who were in the service\nhave forgotten the drill, the discomfort, the embarkation, the tension of\nthe passage, the mud, the rain, the cold, the sickness, the wretchedness,\nthe misery and the hell of the trenches.\nWhy should we remember\nmember ?-In order that we should not grow care-\n\nless and permit it to happen again. Will it happen again ? There are\nthose who honestly believe that war will always exist, that there is\nnothing that can be done about it except to prepare for the next one.\nIf they are right we must look squarely at the prospects, for the next\nwar will be inconceivably more terrible than the last one. All students\nof war unite in predicting that the next war will utterly destroy our\ncivilization ; that the means of destruction developed in the last war have\nbeen supplemented since with more deadly means of destruction; that the\nnext great struggle will mean the annihilation not of armies but of whole\npeoples.\n\nIt must be said that the same forces which brought on the last great\nwar are still active and at work among the nations of the world and they\nwill surely produce another war unless stronger forces conteract and control them. National suspicion, distrust, ill will, fear, hatred, and selfseeking aggrandizement are found on every hand. Even among the closest\nof the allies who swore eternal friendship at the close of the war, there\nis now bitterness and distrust.\n\nThere are honest seekers for a better way among the nations who have\nconcluded that there is no hope except in the abandonment of nationality.\nThey point out that nations are comparatively modern, that in their present\nform, nations did not exist until three or four hundred years ago and that\nthe very nature of nationality is such as to cause conflicting interests\nwhich lead inevitably to war, and that the solution lies in the substitution\nof world citizenship and world consciousness for national citizenship and\nnational consciousness. I think that not many of us are of that mind. We\nbelieve that it is possible for the nations of the world to find some way\nof avoiding mutual annihilation.\n\nLet me emphasize at this point one essential feature of nationality. The\nheart of nationality is sentiment. A nation is made up of people living\ntogether by common consent in a certain area, who possess a common tradition and common ideals about which sentiment gathers itself. We call\nthis sentiment patriotism. It is something which is the growth of years\nand generations, it becomes the comomn possession, it is the binding force\n\nwhich holds them together, it is something very precious, and it is something for which men are willing to die.\n\nNow, must these national traditions, sentiments, patriotisms be antagonistic to each other? It is true that in the past they have been and at\n\npresent they frequently are. Much of that sentiment gathers itself about\nconflicts of the past, glorying in victories over others on the field of\n\n"}
{"page": 677, "printed_page": null, "text": "616\n\nNATIONAL EDUCATION ASSOCIATION\n\nbattle and resenting bitterly defeats by others on the field of battle. How\nmuch of the patriotism of the world, how much of the patriotism of\nthe nations has been developed from these sources ? Isn't it possible for\nthis powerful sentiment to find its inspiration not in conflicts of destruction but in great achievements by great national heroes in exploits which\ncontribute to the welfare not only of their own people but to the welfare\nof all people everywhere ? Let the patriotism of France build itself around\nthe achievements of such men as Pasteur rather than Napoleon; let the\npatriotism of Germany find its inspiration in the great achievements of\nBeethoven rather than Bismarck; in England let the glories of Shakespeare surpass those of Drake; of our own what shall we say ? Many\nof us will recall the thrill of pride with which we read in our school\nhistories of the exploits of our heroes in battle against England and it\nwas right that we should glory in their achievements but unfortunately\nwe were left with the impression that England is our enemy and almost\nevery American school child of my school generation came out of school\nwith a chip on his shoulder which he dared any Englishman to knock off.\nWe were ready to be belligerent.\nSurely we have in our history and tradition sufficient to give us inspiration for a glorious patriotism which has nothing to do with conflict with\n\nother peoples. What shall we glory in ? Surely this that in spite of\nall of our failures, this is still the land of opportunity. We have developed\nhere on this continent a social order still far from what we wish it to\n\nbe but nevertheless an order in which real worth may manifest itself\nand rise from the humblest to the highest positions.\nEvery people has in its history and in its life today great achievements\nof which it may be justly proud, which contribute to the welfare of all\nmankind. Let national sentiment, patriotism, and pride take its just\nsource in these things. It seems to me that the question is largely one\nof intelligence. I believe there is enough good will in our human race.\nThe question is whether we are sufficiently intelligent to avoid what we\nall believe is the most stupid thing left in our civilization, the attempt\nto settle justly any question by killing each other. Surely men are guilty\nof no more stupid thing than that. Are we intelligent enough to devise\nbetter ways of settling our differences ? I have suggested one, a better\nand more intelligent patriotism .\nI suggest a second-let us believe that our common humanity is intelligent enough to find a better way. How often have we heard in this\nconnection, \"You cannot change human nature.\" That statement usu-\n\nally ends any argument on this subject.\n\nWe take it for granted that\n\nbecause our human nature is what it is, war is and always will be inevitable. One might pause to question whether human nature doesn't\n\nchange even though very slowly. One could very successfully, I think,\nchallenge the belief that national conflict is inherent in human nature.\nHuman beings are not equipped to fight with tooth and claw. Man\ndoesn't instinctively don kahki, drill through endless days of fearful hard\n\n"}
{"page": 678, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n617\n\nship and then live in the mud and filth and stench of trenches fighting\nan enemy whom he seldom sees and frequently with no very clear idea as\nto what it is all about. I say that is not so deep rooted in human nature\nthat it cannot be changed.\nThe trouble is not with our human nature but with human conduct.\n\nThe difficulty is not with our biological but with our social inheritance.\nJohn Dewey has recently made it very clear that most of the hindrances\nto progress, that most of the difficulties in changing human conduct lie\nnot in human nature but in social custom and I believe that there is little\n\nin our natural make-up but much in our traditional beliefs to prevent the\nsolution of the great problem.\nI have suggested first, a more intelligent patriotism and second a confident belief that it lies within the possibilities of humanity to rid itself\neventually of its greatest stupidity-war. I wish now to propose to you,\nteachers and students of education, an immediately practicable procedure\nby which we may enter into our privilege and obligation of doing what\nwe can to postpone or make less frequent conflicts among the nations of\nthe world. Since the elements of suspicion, distrust, ill will are still\nactive what forces can we bring to counteract them ? Most important\nof all is understanding, and understanding must be based upon knowledge.\nUnderstanding of the peoples of the world of each other is surely necessary. Any league of nations, any association, any organization of the\nnations of the world rests for its successful operation upon the understanding of each other. It is the governments that should be free; it is\ninfinitely more important that the peoples of the world should understand each other. I believe that the greatest hindrance to understanding\n\nis ignorance. We are unbelievably ignorant of each other. How little\nwe know of the other peoples of the world, and much that we do know,\nas Artemus Ward said, \"aint so.\"\n\nIgnorance is the soil in which fear, distrust, misunderstanding, ill will,\nand conflict grow. We fear what we do not know or understand. We\n\nare distrustful where we are ignorant. Knowledge will liberate us here\nalso, truth will make us free.\n\nTo provide this knowledge is every teacher's privilege and obligation.\nI would introduce no new subject into the study program. It is not\nnecessary for history, geography, civics, foreign language, literature, music,\nart, these and others, to provide every teacher an opportunity to teach\nthe truth so far as he is able to discover, concerning other peoples. This\nis the obligation of the teachers of the world. I believe that the most\nimportant question that can be asked today concerning Europe is this :\nWhat are the teachers of France teaching their boys and girls concerning\nGermany and what are the teachers of Germany teaching their boys and\ngirls concerning France?\n\nHow shall we know the truth? That is a difficult question. The\nanswer is not easy. It is difficult to separate the chaff of propaganda from\nthe wheat of fact and truth. However, many attempts to discover the\n\n"}
{"page": 679, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n618\n\ntruth are being made. Fellow teachers, I am not a pacifist. I believe\nthat we can do nothing worse for our fellow men than close our eyes\nandbe blind to dangerous conditions inthe world. Let us avoid a sloppy,\nwishy-washy sentimentalism. I have not allowed my ardent wish for peace\nwhich tops every other wish of my life to lead me into extravagant hope.\nIhave proposedthat, in confident belief that peace can ultimately be made\nenduring, we seek to banish, that we seek to lessen ignorance and to\ndevelop a wiser patriotism. Surely we can do these things. We can all\ndo these things.\n\nAndwemust do them now. Ifnothing can be done to delay or prevent\nthe next war our other work is largely in vain. If the teachers of the\nworld can have no hope, if they must prepare the young men of the world\nfor mutual slaughter, most of their work is in vain. Why should we\nconcern ourselves with school administration, with principles of education,\nwith educational research, if these boys are inevitably doomed to life and\nprobably death on the field ofbattle?\nOur human race is still very young but progress has been made. Unhappy things which were once universal and which many thought could\nnot be changed have been changed. Let us believe that God has put it\nwithin the power of mankind to remove the scourge of war.\n\nTHE PLACE OF INTERSCHOLASTIC ATHLETICS ON\nTHE HIGH SCHOOL PROGRAM\nC. W. WHITTEN , SECRETARY, ILLINOIS STATE ATHLETIC\nASSOCIATION, DE KALB, ILLINOIS\n\nThe interscholastic aspects of high school athletics so dominate the present situation or, at least, so completely absorb the public interest, that any\nadequate discussion of the present status and outlook of athletic activities\nmust, of necessity, deal very largely with the interscholastic phases of the\nsubject. It will be understood, then, that I am attacking the problems\nfrom the viewpoint of interscholastic competition.\nIn choosing this aspect of high school athletics, i.e., the interscholastic\naspect, I am not unmindful of the progressively increasing esteem in which\nathletics are held for distincitively physical education purposes. For however valuable may be the contributions of the so-called German and\nSwedish and other systems of calisthenics or setting-up and health exercises no one can have a very extended experience in adıministering physical\neducation courses in a high school without finding that these calisthenics\nsoon prove rather dry and uninteresting to the average American high\nschool boy or girl. And progressive teachers of physical education are\nutilizing more and more and with unquestionable success such organized\ncompetitive games as seem to promise most for the aims and purposes of\naphysical education program. However, I prefer to disregard this aspect\nof athletics for the purposes of this paper and to limit my present discussion, as already stated, to interscholastic athletic competition.\n\n"}
{"page": 680, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n619\n\nNow I appear before you as a cordial supporter and an ardent advocate\nof interscholastic athletics. At the same time we must recognize that\neducators of eminence, whether considered from the viewpoint of position, character, judgment, or motive, are very critical of interscholastic\nathletics, at least as now conducted. We need only cite a recent report\nby Dean Angell of Michigan, the sharp attack by Prof. Mahin of Purdue,\nthe radical departure just announced at De Pauw and similar pronunciamentos from numerous sources to show that there is a rather formidable\n\nalignment of educators of eminence and integrity in opposition to our\npresent interscholastic program .\nIt will do our cause no good to engage in an exchange of epithets in\nthis controversy. We can settle no question by a resort to that popular\nform of logic that takes comfort in the \"you're another\" type of argument .\nIn the matter of hurling anathema our academic friends might have the\nbetter of the contest as to both form and distance.\n\nI think it would not\n\nonly be strategically unwise not to consider their criticisms but it would\nbe professionally unethical not to investigate them with the closest and\nmost analytical judgment we can muster to the end that we may be able\nto eliminate the evil and conserve and enhance the good that may, through\nsuch a study, be found to exist.\nI am not ready to admit that the evaluation of an athletic program\ndiffers in any fundamental way from the evaluation of any other proposed\neducational activity. We all recognize, of course, that there are always\nsome very baffling factors to hinder the reduction of any philosophy of\neducation to a program of concrete school-room activities. None of our\nhigh school courses is wholly free from imperfections due to misconceptions of aims to be secured, inept and wasteful technique and general inefficiency of concept and execution. We shall find athletics no exception\nto the rule. Indeed, considering the relative novelty of interscholastic\nathletics on any very extensive scale we ought not to be greatly surprised\nto find rather wide departures from educational standards due, in part,\nat least, to their tremendous appeal to popular interest and their consequent extraordinarily rapid growth. But even these conditions do not\njustify a wholesale condemnation of athletics. Rather, as I have already\nstated, they demand a close scrutiny of the aims and methods of athletics\nwith a view to enlisting them, with all their apparently limitless drive\nand energy, in the promotion of our educational program.\nHow, then, shall we evaluate our athletic contests to the end that they\n\nmay be accorded their proper place and function in our scheme of high\nschool education ?\n\nThe problem is certainly not insuperable and as far as I can determine\nit is only difficult because of matters largely extraneous to our educational\nprogram that persist in imposing themselves upon our attention and claiming for themselves a degree of consideration wholly unwarranted by their\nmerits.\n\nIf the problem were one of an academic or vocational subject, I suspect\n\n"}
{"page": 681, "printed_page": null, "text": "620\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe method of procedure, very briefly and generally stated, would be\nsomewhat as follows : First we should attempt to formulate as fully and\n\nas specifically as our understanding would permit, the ultimate and also\nthe immediate objectives we hope to achieve through our high school\nprogram. Secondly by an analysis of the processes and outcomes of the\nsubject under discussion we should endeavor to determine the contribu-\n\ntions it promised toward the various objectives thus coveted. And, thirdly,\nby a comparison of its contributions with those of other educational activities we should attempt to determine the appropriate amounts of time\nand effort that might profitably be accorded to its mastery. This, of\ncourse, is not meant as a laboratory manual to serve as a guide in constructing a high school curriculum; it is merely meant to suggest in meager\noutline a possible method of approach in seeking an answer to the question\nimplied in the topic assigned to me.\nIf, however, I attempt to apply this outline in determining the place of\nathletics in the high school program, it at once becomes evident that for\nthe purpose of this paper I can by no means go into any such elaborate\ndetail as would be necessary in an original or research investigation. I\nshall have to be content with a very condensed and rather dogmatic presentation of material that under a more generous time limit might serve\nas a basis for extended research and discussion .\n\nWith respect to the objectives of high school education may we not\nassume, for purposes of this discussion that there is sufficiently substantial\nagreement to render any detailed statement unnecessary ? Let us agree\nthat we are seeking those commonly accepted virtues that seem essential to\nefficient citizenship in a democracy and which, with slightly varying emphasis, have been elucidated by numerous writers, committees and commissions within recent years.\nIf we proceed to the second step in our process, namely, the analysis\nof our subject to determine its contributions to the aims we are seeking,\nwe shall not find such substantial agreement. As already suggested we\nshall find opinions varying all the way from utter and unqualified condemnation of interscholastic athletics to the most fulsome and excessive approval of them; opinions on the one hand that estimate them as just about\n100 per cent destructive and demoralizing and, on the other hand, that\nseem to esteem them as just about 100 per cent perfect. The propagandists of one class point out with every apparent detail and circumstance of\ninerrant wisdom that a debauch of athletic enthusiasm has inserted the\n\nskids of immorality beneath the educational structure and we are gaily\ncoasting to utter and irretrievable ruin; still others with apparently equal\nclaims upon our confidence and credulity maintain that our schools are,\nat last, responding to the sacred summons of a finer Americanism and\nin their athletic activities are giving expression to the real genius and aspirations of our national character.\n\nBetween these extremes are all inter-\n\nmediate gradations. I believe a brief survey of the field of athletics to\ndetermine, if we can, the conditions that serve to stimulate these conflicting\nopinions will amply repay the time and effort required.\n\n"}
{"page": 682, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n621\n\nLet us first, then, attempt to visualize the situation through the spectacles of those to whom the whole athletic program is anathema. Possibly\nI should warn you that these glasses seem slightly colored at times and, in\nmy judgment, there is considerable distortion of the lenses. Never-theless, those who condemn athletics unquestionably find a substantial basis ,\nfor their attitude in actual conditions and those of us who have an abiding\nfaith in the values of athletics can ill afford to deny them a hearing. What,\nthen, do they see ?\nIn the first place, and possibly most important of all, they see athletics\napparently advanced to the position of primary interest in the educational\nprogram. There is, say these people, no longer any semblance of what\nmay be termed a \"prestige of scholarship.\" The only prestige now recognized and rewarded is the prestige of athletic accomplishment. They see\nthe coffers of athletic departments filled to overflowing and they see frequent lavish expenditures for purposes that in their judgment, at least, are\nfantasic and absurd. They see successful coaches rewarded both materially and socially on a scale of magnificent extravagance far in excess\nof the rewards accruing to those who are bearing the burdens of what\nthey esteem to be the more substantial and abiding factors of education.\nThey see students who in an earlier educational regime would scarcely\nhave been considered capable of distinctive educational accomplishment\nexalted on the basis of athletic achievement to positions of highest honor\nin their schools and they see college presidents vieing with each other in\nelaborating to these secondary school pupils of athletic renown the tremendous educational advantages of their respective institutions. They see\ninfluential alumni, coaches of wide distinction and \"educational scouts\"\n\nexerting the full weight of their popularity accompanied, occasionally, it is\nclaimed, by more substantial inducements, to secure for their colleges these\nchoice spirits who, in their high school careers, have made so enviable a\nrecord-always in athletics.\nThey see serious minded school men of wide training and successful ex-\n\nperience, of idealistic outlook and painstaking industry supplanted in positions where it would seem that the public welfare demands just such\nqualities as these by successful coaches whose chief claim for promotion\nlies in the probability of a more effective athletic program from the viewpoint of turning out winning teams. They see vast mobs of athletic\n\"boosters\" demanding a voice in the management of high schools to the\nend that their irrepressible passion for winning teams may be gratified.\nThey see newspaper editors and correspondents similarly demanding that\nthe school achieve distinctive success in athletics in order that the fame\n\nof the team may supply suitable soil for a luxuriant growth of flamboyant\ncopy, afford amply opportunities for the exercise of the jargonistic talents\nof cub reporters and \"put the town on the map.\"\nAs an inevitable concomitant of these destructive attitudes they see a\nmultiplication of the thrills through the practice of betting on the games\n\n"}
{"page": 683, "printed_page": null, "text": "622\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhereby is afforded a factor of demoralization probably unexceeded by any\nother subversive influence. They profess to see the so called \" red-blooded,\n\nhe-man\" attitude of the propagandist for athletics as exalting brute force\nover intellectual and spiritual influences, as promoting vulgarity and contempt for the culture and refinements attained through a long and tedious\nstruggle for the supremacy of idealism in human relationships and, in general, as subverting and negating the ideals and methods of education which\nhave through long and wearisome effort been brought to such a standard\nof perfection as, until recently, seemed full of promise for a nobler and\nkindlier association of men.\n\nNow this seems like a long and very formidable list of charges to bring\nagainst any school project and we cannot escape an attitude of considerable concern when such charges are made against an activity that has\nbecome so firmly intrenched in our educational scheme as high school\nathletics. If these charges can be supported it behooves us to busy ourselves either to modify or eliminate entirely an activity that thus threatens\nour educational system with such demoralizing influences and our society\nwith such dire consequences.\n\nBut, what are the facts ?\n\nIn the first place we may as well admit that if we demand only occasional, more or less sporadic and isolated cases in evidence the opponents\nof athletics have the decision.\n\nI am sure that flagrant illustrations of every\n\nenumerated evil have passed under my personal observation. Anyone having adequate opportunities for wide observation of high school athletics\nwill see some very discouraging performances. I have seen high school\nprincipals resort to very questionable practices to \"foster\" the athletic interests of their schools.\n\nSometimes whole communities under weak or\n\nvicious leadership seem to strip away the thin veneer of conventional\n\nhonor and integrity and revert to cave man ethics. Thoughtless, superficial,\nweak, even wicked men and women occasionally secure places of power and\ninfluence in our social system and probably will continue to do so for some\ntime to come. When such men and women have the guidance and control of high school and athletics or of any other enterprise we may look\nfor foolish or base administration. This is as true in the state, the church.\nin commerce and industry as in the school.\nBut I am thoroughly convinced that not one of all the charges made\nagainst athletics is inherent in the athletics themselves. If we administer\nthem from an improper viewpoint or with improper aims and motives they\n\nmay indeed become actually destructive of our educational aims. But let\nus not attribute the offense to athletics.\n\nLet us rather attribute it to the\n\nweakness and inefficiency of those who administer them.\nIf we turn our attention to the charge that athletics are usurping the\n\nplace of primary interest in the educational world I believe we shall immediately uncover the one, single factor that lies at the bottom of all\nthe evils that either openly or covertly attend the administration of our\nathletic programs. And this factor, far from being in itself an evil, is a\n\n"}
{"page": 684, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n623\n\nvirtue of such merit that every teacher in the land might wish it inherent\nin every subject of the school curriculum. This factor is, in brief, the\nunequaled entertainment content of athletics for both participants and\nspectators.\n\nI believe most implicitly that if athletic contests made no greater appeal\nto popular interest than Latin translations we should hear very little about\ndifficulties of administration.\n\nOn the other hand if Euclidian demonstra-\n\ntions aroused the same fervor or, should I say fever ?, of enthusiasm\ninherent in athletic contests we should be dedicating stadia to Euclid and\n\nthe ever watchful guardians of our educational integrity would be bemoaning the ruthless disregard of the intrinsic amenities of axioms, postulates,\nhypotheses and corrollaries.\nI have neither the time nor the necessity, in this paper, for enumerating\nthe elements that enter into this entertainment content of athletic contests.\n\nThey are many. But I am sure no one will deny the fact of the entertainment content of athletic games. I recently heard a college football\ncoach of national renown say that the football coaches of the country were\nengaged in the biggest show business in America and that they might as\nwell recognize their occupations as such. As to the first of these claims\nthere certainly is ample ground for agreement. We humans the world\naround just naturally like to see the show staged by our athletes, that's all\nthere is to it.\n\nAnd, furthermore, it is no doubt the personal experience of every one\nof us that we enjoy a tremendous expansion of the ego when the team to\nwhich we attach ourselves in partisan allegiance wins the game. And here\nis initiated the demand for winning teams with all its train of attendant\nvices. And it is this expansion of the ego developed by our vicarious victories that stimulates betting with its intensified insistance upon winning\nteams and the eventual submergence of every ethical and educational ideal\nin the mad scramble for the top of the percentage column.\nWe like so well to see these games that we unhesitatingly pay large,\nabsurdly large, admission fees for the opportunity to see them. And at\nthat point are initiated whatever financial evils may be attendant upon\nour athletics. We are so fond of these competitive spectacles that we refrain from a too inquisitive attitude as to how the money is spent. Athletic\ndepartments know that they can get the money. Who is to blame if they\ncharge \" all the traffic will bear?\" I have no doubt science departments,\nLatin departments and other departments would do the same thing if they\nhad the opportunity.\n\nI am old-fashioned enough to believe that the possession of unlimited\nwealth does not always contribute to ethical and spiritual uplift. Very\nfew people of unlimited means have the necessary spirit of self denial to\n\nwithstand the temptations of self-indulgence. So the very presence of wellfilled coffers leads to unnecessary and extravagant expenditures. We vie\nwith each other in seeking adequate rewards for athletes and expensive\n\njaunts and elaborate fetes are the order of the day. In Illinois high schools\n\n"}
{"page": 685, "printed_page": null, "text": "624\n\nNATIONAL EDUCATION ASSOCIATION\n\nare technically prohibited from giving expensive awards for athletic accom-\n\nplishments. But occasionally high school men of reputation seek to evade\nthe letter of the law and ally themselves with the destructive forces of\nsociety to make public recognition of the athletic prowess of our high school\nboys as a commodity having a merchantable value and entitled to a material reward.\n\nAnd, again, it is the great popular interest in athletics as exhibitions\n\nthat has stimulated every town \"sport\" to study the technique of winning\ngames. In general the processes and outcomes of high school activities are\nrather too subtle and intangible to engage the attention of the average lay\nmind. The man on the street seldom offers suggestions as to either the\nmatter or method of Latin or Geometry or even of the so-called vocational\nsubjects. But the methods and outcomes of athletic contests are so conspicuously tangible that they constitute a very vulnerable point of attack\nfor those who assume that a familiarity with the picturesque vocabulary\nof sports editors and a detailed mastery of the outcomes of current contests qualifies them as educational specialists and prompts them to seek\nan avenue for the expression of their athletic erudition through the high\nschool team. Possibly, being tax payers in a small way, they adhere rather\ntoo ardently to the recently announced theory that \"The hand that writes\nthe pay check rules the school. \"\nAnd in the face of the popular demand for a winning team in connection with more or less indifference as to methods employed school men\nare sometimes prompted to court popularity and prestige, both institutional\nand personal, by yielding to the clamor of the \"sports\" and sacrificing the\neducational ideals to placate the demands of the spectators. Thus eligibility\nviolations are winked at, professionalism constitutes no bar, athletes are\nsubsidized and various irregularities are condoned.\nThe desire is strong to deal in much greater detail with these alleged\nevils. But the time limitation imposed upon me demands that I proceed\nto a consideration of remedies. Surely those of us who esteem athletics for\ntheir educational values are not going to permit them to degenerate into\ndestructive and demoralizing influences negating the ideals of ethical character at which our educational efforts are aiming and nullifying all of those\nconstructive and wholesome educational practices which we all esteem and\n\nwhich our critics are so jealously and so justly guarding.\nIf I am right in assuming that all of the evils of interscholastic athletics\ngrow either directly or deviously out of their unusual entertainment content then it would seem to be the logical thing to do to look to a proper\nregulation and control of athletic exhibitions to remedy the abuses which\nin my judgment really afford a very vulnerable point of attack for our\nopponents. In this hypothesis, too, I am confident I am on the right track.\n\nBut who can draw the line between the wholesome and wholly legitimate\nuse of athletics for public entertainment and the exaggerated, over-emphasis\nwhich reduces our educational institutions to glorified circuses intent, some\n\n"}
{"page": 686, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n625\n\ntimes I fear, upon deliberately setting up a smoke screen of athletic success to distract attention from a paucity of intellectual and moral values.\nAs a citizen and a taxpayer as well as an educator I should strenuously\noppose a discontinuance of interscholastic contests. When properly safeguarded they constitute a source of clean, wholesome, stimulating entertainment that certainly far excels the modern stage or movie. Yet I do\nbelieve that there are today thousands of school men who have abrogated\nthe function of educator or have, at least, made it subordinate and subservient to the function of showmen.\n\nThis is bad.\n\nIn solving the problem we have recourse to both direct and indirect attack. Some of the college conferences have set us an excellent example\n\nof direct attack by limiting the number of interscholastic games in each\nsport and by prohibiting intersectional and post-season games. High\nschools must eventually adopt similar rules. The National Association of\nSecondary School Principals in session at Cincinnati last February recommended such a limitation of high school contests and also the entire elimination of interscholastic contests betweens girls' teams. Both of these proposals have my entire endorsement. The best authorities I can find agree\nthat both the physical and mental health of high school girls are seriously\nendangered by interscholastic contests. In my judgment any such contest\nmust be based in large measure upon the exhibition motive and amounts\nin effect to the exploitation of our high school girls in the interest of the\ngate receipts.\n\nLet me appeal to every high school principal present to go back to his\nown State and employ his energy and his influence in the interest of incorporating these limitations into the regulations of his State athletic asso-\n\nciation, This would be a rational and justifiable step toward a direct\nlimitation upon the exhibition aspect of our athletics.\nIndirectly our attack must be through such eligibility requirements as\nwill put a premium upon scholarship, and the refinements of culture and\n\nwill in general encourage rather than negate the commonly accepted ethical\nand scholastic aims of the high school. I hear over and over that in these\nmatters we cannot go much faster than is warranted by the progress of\nour clientele. This is only approximately true. In my judgment we\nshould always keep well ahead of them. And then we must have such\ncordial coöperation and support from school men that the constant tendency\nwill be for the lay booster to \"go along\" in the enforcement of our rules.\nBut at any rate, and this is the very first importance, the ultimate direction and control of the athletic program must reside in the high school\nprincipal. Whenever on any pretext the direction of high school athletics\nis usurped by any association of \" fans\" or by alumni associations or commercial clubs or even by organizations of such idealism as Kiwanis and\nRotary Clubs we are embarked upon a course that can end only in disaster.\n\nBut since the high school principal's job is to be discussed in another paper\nI need not follow that topic further.\n\n"}
{"page": 687, "printed_page": null, "text": "626\n\nNATIONAL EDUCATION ASSOCIATION\n\nThere is no doubt whatever that we have already made notable progress\nalong many lines. I have some very definite data relative to the scholarship of high school athletes as compared with the scholarship of other high\nschool boys. We had in Illinois 6000 high school boys participating in\nour State-wide basketball tournaments in March, 1925. I attempted to\ncollect data on the scholarship of these boys and got official reports on\n3300 of them. My data reveal that 32 per cent of these were in the\nupper quarter of their respective classes, 33 per cent were in the second\nquarter, 22 per cent were in the third quarter while only 12 per cent were\nin the lowest quarter. This shows a decided advantage in scholarship on\nthe part of high school athletes over their nonathletic associates and is\nundoubtedly due, in part, to the restrictions imposed by our eligibility\nrules. The very poor students are denied the privilege of playing on\nthe teams.\n\nI am sure that what I have already said reveals my concern relative\nto the charge of financial extravagance. I believe it is all too common.\nIn an address prepared several years ago I suggested that a complete cure\n\nfor such extravagance and waste would be to put athletics on the same\nfinancial basis as all other school activities. That is, let the athletic\nfunds be raised by taxation. There is really no logical argument against\nsuch procedure. The only argument against it is that athletic departments\nwould have far less money to spend. Or, if the school authorities desire\nto profit by the entertainment appeal of athletics let all receipts be turned\ninto the general school fund and then expend money for athletic purposes\non regular school warrants just as other expenditures are made.\nThe first of these courses would absolutely eliminate, and the second\nwould greatly reduce the probabilities of, any wasteful and unnecessary\nexpenditures. But in the present status of public opinion the advocacy\nof such a course is like trying to whistle against the wind and the advocate\nis a voice crying in the wilderness. So all we can do is to urge a sane\nand conservative budget with a close supervision and inspection of all\nexpenditures. And I should especially insist upon eliminating all expensive\nawards or rewards of every kind for the athlete himself.\nBut if the administration of athletics is fraught with such difficulties why\nshould we not follow the advice of their critics and eliminate them en-\n\ntirely from our high school activities ?\nTo do so would, in my judgment, deprive the schools of one of their\nvery most effective means of developing the type of wholesome, straightforward, ethical character and generally efficient manhood just now so\nmuch needed in our society. Even on the physical side, while it may be\ntrue that boys who make the interscholastic teams are not greatly in need\nof further physical development, yet the intense interest in their achievements stimulates many physically less perfect pupils to emulate their activities and the interscholastic game thus becomes a constant incentive to\nhygienic habits of living, adequate exercise and a generally effective program\nlooking toward greater physical efficiency on the part of numberless pupils\n\n"}
{"page": 688, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n627\n\nwho never make the teams. It takes a much more immediate goal than an\nabstract ideal of future physical efficiency to stimulate the average high\nschool boy to correct physical habits. The athlete, stimulating as he does\na certain factor of hero worship always present in the normal high school\nboy, affords exactly the immediate aim necessary to incite to effective\nefforts in the acquisition of strength and energy. So that through the\nathlete we set up a practical and very alluring ideal of physical efficiency\nthat undoubtedly promotes health training throughout the schools.\nAgain, an extremely valuable immediate end of athletics is one that is\nsometimes urged as an argument against them, namely, that they make\n\nsuch large demands upon the boys' time. The error consists in assuming that were it not for athletics the boys would be at their books or at\nsome constructive work. I venture that in four cases out of five, under\nour modern organization of society, if the boys were not at their athletics\nthey would be frequenting some objectionable resorts or occupying themselves with trifling or corrupting activities. In most cases, the athletics,\ndemanding as they do practically all of the boys' leisure time, are a real\ngodsend. And still further, by furnishing a legitimate outlet for the surplus energy of the boys, through the sheer weariness imposed by the\nathletic activities the boys are saved from numerous types of excesses with\nwhich the educational forces have to contend. We ought to congratulate\nourselves on being able to employ a major portion of the leisure time of\nour boys in such wholesome exercises and we should be fortunate indeed\nif we could make such recreational activities so habitual that they would\npersist throughout the boy's life long after the passing of the school period.\nAnd still further, in a day when popular philosophy seems to put the\nstamp of approval upon unrestricted \"self-expression\" even to the point\nof self-indulgence and sensuality we should thank God for an educational\nproject that emphasizes self-restraint and a modicum, at least, of selfdenial for a rigid discipline of hygienic living is the exorable condition\nof athletic success. And who can estimate the value in this formative\n\nperiod of a boy's life of so practical a demonstration of the theory that the\ntruest type of self-expression is to be attained through a sane and systematic self-control?\nBut the finest outcomes of athletics are to be found in the realms of\n\nsocial control and ethics. It is my firm conviction that we today have\nno other high school activity that approaches athletics in opportunities\nfor the development, through actual practice, of all of those social virtues\nthat are so essential to the art of \"living together.\" For in addition the\npersonal qualities of alertness, determination, persistence and courage, the\nsuccessful team athlete must practice the virtues of self-control, team work\nand coöperation, the submergence of the self in the interest of the group,\nand unselfish devotion and loyalty to a social unit, virtues of which all\nsociety stands so much in need. Then there are the further virtues of\ncourtesy to opponents, the attitude and practice of \"fair play,\" the cultivation of the amenities that govern the conduct of gentlemen and, in short, all\n\n"}
{"page": 689, "printed_page": null, "text": "628\n\nNATIONAL EDUCATION ASSOCIATION\n\nof those virtues which we popularly sum up in the term \"good sportsmanship\" which may be briefly defined as the practice of the golden rule in\nthe competitive activities of life.\n\nLet us concede to literature, philosophy, ethics and other social studies\nthe noble function of developing and emphasizing high ideals of social\nbehavior. In athletics we have the opportunity of translating these ideals\ninto social practice and habit. Athletics can never supplant these traditional subjects but they can and do, when wisely administered, most effectively supplement them. There can be no legitimate quarrel between\nthem.\n\nAnd so my appeal is for a rigid control of interscholastic athletics in\n\nthe interests of our educational objectives. In gaining this control we shall\nhave to overcome some very fundamental traits of human nature. But\nlet us not succumb to that traditional slogan of the pessimist, \"you can't\nchange human nature.\" As a matter of fact we are daily changing human\nnature. In large measure that is the chief function of civilization. We\n\nmust educate, first, our principals and faculties to the end that we shall\nall understand the aims and methods of our athletics programs. And, secondly, we must educate our public to the end that they are willing to repose\nthe athletics along with other educational activities in the hands of the\neducational experts. And with these accomplished we shall have at hand\nfor the discipline and nurture of our youth an instrument of education\nnot excelled by any other subject or exercise included in the high school\ncurriculum.\n\nTHE HIGH SCHOOL PRINCIPAL'S JOB IN ATHLETICS\nARTHUR L. TRESTER, PERMANENT SECRETARY OF THE INDIANA HIGH\n\nSCHOOL ATHLETIC ASSOCIATION, ANDERSON, INDIANA\n\nHigh School athletics have gone through several stages in recent years\nand in the main there has been a very decided growth in an educational\nway as each stage has given way to the succeeding stage. The progress\nhas been from rabid opposition or the \"Athletics is an evil\" stage through\n\na necessary but unwelcome toleration of athletic activities, through acceptance and provision for facilities and management to the present time when\n\nathletic activities are recognized as not only deserving of management but\nof sympathetic support. The educational values of athletics properly conducted are being appreciated by school men and laymen as never before.\nCondemnation, denunciation and damnation have given way to clear thinking, wise planning, sympathetic management and the proper fostering of\nthis field of secondary education.\n\nIn all of these stages in the growth of athletics in secondary schools\nthe Principal has been given, often without request or pleasure on his part,\na larger and larger place in the formation of policies, the determination\n\n"}
{"page": 690, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n629\n\nof programs, the selection of coaches and directors, the dove-tailing process\nof making athletics an integral part of the curriculum, the adjustment of\nideas within and without the school regarding athletic activities and the\nexecution of the program so that the proper educational values result.\n\nThere is no element of high school work, both in the junior high school\nand in the senior high school, that demands the best in high school principals in more ways and with greater urgency than the one of administration and supervision of athletic games for boys and girls, intra-school and\ninterschool. The field of proper and desired athletics in secondary schools\nhas never been and is not now properly filled for secondary school students.\nJunior high school principals and senior high school principals are challenged by the thousands of secondary school students and by the thousands of school communities in the United States to take advanced ground\nin their thinking on the question of \"Athletics For All.\" Many High\nSchool Principals are accepting in a fine way this responsibility and as a\nconsequence our secondary school students are receiving as a part of their\neducation the teaching, the training and the values connected with contests, competitive activities, games, and sports.\nIn all too many cases the high school principal is lacking in the training necessary for the proper handling, control, and guidance of athletic\nactivities both within the school and between schools. Many of our\nhigh school principals are lacking in the skills that are born in the actual\nparticipation in games and sports. These skills were no part in their op-\n\nportunity nor training in their younger years.\n\nIn many places there is\n\nan alarming lack of proper attitudes on the part of high school men and\n\nwomen toward the play of boys and girls. The educational values of properly conducted athletic activities have never been appreciated by many principals and superintendents. Play is \"monkey business,\" as far as the\nthinking of some school administrators has gone. \"Athletics is an evil\"\nhas been the end of too much thinking and planning in this important field\nof high school education. Athletic policies in individual schools and in\nthe schools of a State are often entirely absent or formed on too little think-\n\ning along educational lines. The job of being a high school principal,\ntherefore, at the present time requires men and women who do not lack\nthe training mentioned above or who are trying in every way to secure it\neven at so late a date.\n\nThe elements in the job of the high school principal in athletics are\nmany and rather varied but he can not ignore any of them. School men\nfor the most part came into the field of athletics and games too late by\nseveral years, but the job belongs largely to the high school principals and\nthey must assume it.\n\nThe formation, establishment, and maintenance of athletic policies locally, in State and in Nation is an element in the job of conducting athletic\nactivities and it is an element in the job of the high school principal.\nThis element in his work must be assumed as his and not delegated to any\nother party. He must not abdicate in this piece of work for as soon as he\n\n"}
{"page": 691, "printed_page": null, "text": "630\n\nNATIONAL EDUCATION ASSOCIATION\n\nshows any such tendency or a tendency to looseness, elements of control\nenter from the outside that are altogether undesirable.\nThe high school principal is the party to make the proper selection of\nthe major sports and the minor sports in both intra-school and interschool athletics.\n\nIn order to do this he must have some well established\n\nstandards of selection. This job belongs to the principal after he has received contributions from all sources and after he has weighed and evaluated\nall suggestions carefully with a view to having a high school with no flat\nwheels.\n\nThe element of sportsmanship is one belonging to athletic activities but\nnot to athletic activities alone. A definite program must be mapped out\nand carefully followed in order to secure the best results here. Sportsmanship is not secured by spasmodic efforts in rallies just prior to games.\nIt is secured by continuous efforts, well-directed efforts and by efforts extended by all students and by all faculty members be they coaches, physical\ndirectors, or academic teachers. It must be taught as English must be\ntaught-by all of the teachers all of the time.\nThe proper handling of the finances in athletics is one of the most im-\n\nportant elements in the job of being a high school principal. It is exceedingly important and the part of wisdom to give much attention to this\nphase of the work in athletics. This is not a job for a student nor for\na committee of students. It is a job for the principal of the high school.\n\nIn all probability the best way to handle the finances of athletic activities\nis to select a faculty financial secretary to handle all extra-curricular activity funds. Of course, the handling of athletic funds will be a part of his\njob. Accurate receipts and expenditures should be kept. Bills should be\npaid only upon the presentation of sanctioned invoices presented by the\nproper parties. Frequent reports covering in detail the condition of the\nathletic fund should be made to the public, the school board, the principal,\nand academic teachers, and to the students. In a word, good business\nprocedure should prevail at all times. The financial secretary should be\nunder bond and proper audits should be made frequently.\nSince the high school principal is the responsible party in high school\nathletic affairs, he must be given authority commensurate with his responsibilities. The selection, teaching, and training of the coaching personnel in athletic activities is a responsibility of the high school principal\nand he should be given quite a latitude in authority here. The high\nschool principal should have the guiding hand in this matter.\nThere is going on now and there will be more going on in the future in\nthe problem of dove-tailing athletic activities and physical education. This\nis an element in the job of the principal and we are finding many of them\nnot ready for the attack. Some are not ready in ways and means while\nothers are not ready in their thinking. There are those who cling to the\n\neasy notion that athletics and physical education are not related and should\nalways remain separate and distinct.\n\nSuch a notion is erroneous as all good\n\n"}
{"page": 692, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n631\n\nclean-cut athletic activities are elements in good physical education and good\nclean-cut physical education is made up on the physical training side with\ngames, sports, play, and competitive activities.\nIn the final analysis, we will consider athletics an integral part of physi-\n\ncal training, physical training an integral part of physical education, and\nphysical education an integral part of the school program with health as the\nfundamental basis under all.\n\nThe job of community leadership as an element in the work of the high\nschool principal has come to the front in importance by rapid strides in\nthe affairs of athletic activities. The modern high school principal has\nno bigger job than the one of community leadership in athletic activities.\nIt is an element in his work that he can not neglect. It is an element that\nchallenges the very best that is in him. This job, this challenge, this op-\n\nportunity if you please, should be grasped firmly and willingly by the\nhigh school principal. It is his chance to make good in the field of real\nleadership.\n\nProbably the biggest element in the job of the high school principal and\nothers closely associated, as pertains to athletics, is the formation of a public\nopinion that is intelligent. Loose thinking and unscientific evaluations in\nathletic affairs must give way to careful thinking and scientific evaluations. We must cease to assume, for instance, that honesty is always taught\nwhen a game is played. While we are measuring the results in other departments of education, we must measure also the results in physical educa-\n\ntion and athletics. It is an important element, therefore, in the job of\nthe high school principal to mould public opinion in the right way regarding the values of athletics and physical education. This must be done by\nclear thinking and by a scientific study of adolescent boys and girls on the\nphysical, mental, social, and moral sides.\n\n"}
{"page": 693, "printed_page": null, "text": ""}
{"page": 694, "printed_page": null, "text": "Department of Superintendence\nSECRETARY'S MINUTES AND OFFICIAL PROGRAM\n\nCINCINNATI, 1925\n\nOFFICERS\n\nPresident , WILLIAM MCANDREW, Superintendent of Schools ...\n..Chicago , IU.\nFirst Vice- president, PAYSON SMITH, State Commissioner of Education .. Boston, Mass.\nSecond Vice-president, JOHN J. MADDOX, Superintendent of Schools .... St. Louis, Mo.\n\nExecutive Secretary, SHERWOOD D. SHANKLAND, 1201 16th St. N. W., Washington, D. C.\nEXECUTIVE COMMITTEE\n\nRANDALL J. CONDON, Superintendent of Schools (term expires 1925) .. Cincinnati, Ohio\n\nFRANK W. BALLOU, Superintendent of Schools (term expires 1926) .. Washington, D. C.\nFRANK D. BOYNTON, Superintendent of Schools (term expires 1927 ) ...... Ithaca, N. Y.\nMELVIN G. CLARK, Superintendent of Schools (term expires 1928) .... Sioux City, Iowa\n\nHistorical note-At the meeting of the National Teachers' ( Education)\nAssociation in Harrisburg, Pennsylvania, 1865, the State and city superintendents present decided to form an organization, to be composed exclusively\nof those engaged in supervisory work in the schools.\n\nThis group decided to meet in Washington, D. C., in February, 1866 , at\nwhich time the work of organizing was completed.\n\nThe new organization\n\nwas called the National Association of School Superintendents. Nine\nStates and twenty cities were represented. The mayor of Washington gave\nthe new organization a cordial welcome, and the members were received\nby President Johnson, who expressed great interest in their aims and\npurposes .\n\nIn 1870, the National Association of School Superintendents merged into\n\nthe National Educational Association as a department.\n\nFollowing a change\n\nin the by-laws of the association, adopted in July 1921, the department\nwas reorganized under a new constitution, with a full-time secretary. It\n\npublishes a report of its annual meeting, which appears also in the Association's Proceedings and a yearbook which is sent only to its members.\n\nSunday Afternoon, February 22, 1925\n\"Promote, then, as an object of primary importance, institutions for\nthe general diffusion of knowledge. In proportion as the structure of\na government gives force to public opinion, it is essential that public\nopinion should be enlightened.\"-President Washington, Farewell Address, 1796.\nAmerican Ideals and the Public Schools\nVesper Service-The 193d Anniversary of the birth of Washington\nORGAN PRELUDE-Even Song, Martin\nMrs. Lillian Arkell Rixford .\nCALL TO WORSHIP\n\n[633]\n\n"}
{"page": 695, "printed_page": null, "text": "634\n\nNATIONAL EDUCATION ASSOCIATION\n\nPRAYER\n\nThe Reverend Frank H. Nelson, Rector, Christ Church, Cincinnati.\nCHORUS RESPONSE-Girls' Glee Club, accompanied by String Orchestra\n\nDeep River-Burleigh\nHymn of Praise-Marchetti\nRESPONSIVE READINGS-Words of the Founders, selected and adapted.\n\nNow faith is the substance of things hoped for, the evidence of things\nnot seen.- Paul.\n\nEven so faith, if it hath not works, is dead, being alone.\n-James.\nThis day we sailed west, for that was the course.\n-Columbus .\nSail on !\n\nSail on!\n\nSail on !\n\nMay not and ought not the children of these fathers rightly say:\nOur fathers were Englishmen which came over this great ocean, and\nwere ready to perish in this wilderness ;\nBut they cried unto ye Lord, and he heard their voyce, and looked on\ntheir adversitie.\n\nLet them, therefore, praise ye Lord, because he is good, and his mercies\nendure for ever.\n\nLet them confess before ye Lord, his loving kindness ,\nAnd his wonderfull works before ye sons of men.\n\n-Governor Bradford, of Plymouth Plantation.\nTo hold forth a lively experiment that a most flourishing civil state may\nstand and best be maintained with full liberty in religious concernments.John Clarke, of Rhode Island Colony.\n\nWe, the People of the United States, in order to form a more perfect\nUnion, establish Justice, insure domestic Tranquility, provide for the com-\n\nmon Defense, promote the general Welfare, and secure the Blessings of\nLiberty to ourselves and our posterity, do ordain and establish this CONSTITUTION for the United States of America.\n\nHumbly and fervently to beseech the kind author of these blessings,\ngraciously to prolong them to us ;\nTeach us rightly to estimate their immense value ;\n\nPreserve us from the arrogance of prosperity;\nExtend among us true and useful knowledge.\nKeep the United States in thy holy protection,\nIncline the hearts of the citizens to cultivate a spirit of subordination and\nobedience to government,\nAnd entertain a brotherly affection and love for one another.\nDispose us all to do justice, to love mercy, and to demean ourselves with\nthat charity, humility, and pacific temper which were the characteristics of\nthe divine author of our blessed religion, and without a humble imitation\nof whose example in these things we can never hope to be a happy nation.Washington.\n\nHappy that King who is great by Justice,\nAnd that People who are free by Obedience.-Penn.\n\n"}
{"page": 696, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n635\n\nBy far the most important bill in our whole code, is that for the diffusion\nof knowledge among the people.\nNo other sure foundation can be devised for the preservation of freedom\nand happiness.\nPreach a crusade against ignorance ;\nEstablish and improve the law for educating the common people.\n-Jefferson.\n\nLet us by all wise and constitutional measures promote intelligence among\nthe people.\nAs the best means of preserving our liberties. Monroe.\nThe good citizen must in the first place recognize what he owes his\nfellow- citizens .\n\nIf he is worthy to live in a free republic, he must keep before his eyes his\nduty to the nation of which he forms a part.-Roosevelt.\n\nOur Government rests upon religion. It is from that source that we\nderive our reverence for truth and justice, for equality and liberty and for\nthe rights of mankind.\n\nUnless the people believe in these principles they cannot believe in our\nGovernment.- President Coolidge.\n\nAmerica was established in order to vindicate, at any rate in our Gov.\nernment, the fundamental rights of man.\nAnd the hopes of mankind cannot be kept alive by words merely, by constitutions and doctrines of right and codes of liberty.\nThe object of democracy is to transmute these into the life and action of\nsociety, the self-denial and self-sacrifice of heroic men and women willing\n\nto make their lives an embodiment of right and service and enlightened\npurpose.\n\nOnce more we shall make good with our lives and fortunes the great faith\nto which we were born, and a new glory shall shine in the face of our\npeople. Wilson .\n\nOur fathers brought forth on this continent a new nation, conceived in\nliberty and dedicated to the proposition that all men are created equal.\nIt is rather for us to be here dedicated to the great task remaining before\nus, that from these honored dead we take renewed devotion to the cause\nfor which they gave the last full measure of devotion-that we here highly\nresolve that these dead shall not have died in vain.\n\nThat this nation, under God, shall have a new birth of freedom,\nAnd that government of the people, by the people, for the people, shall\nnot perish from the earth.-Lincoln.\nRemove not the ancient land-mark, which thy fathers have set.Proverbs 22:28.\nOur fathers' God ! to thee,\n\nAuthor of liberty !\nTo thee we sing ;\nLong may our land be bright\n\nWith freedom's holy light,\nProtect us by thy might,\nGreat God, our King !\n\n"}
{"page": 697, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n636\n\nHYMN-To Thee O, Country ! Eichberg.\nSALUTATION\n\nFrank B. Dyer, Board of Education, Cincinnati.\nSTRING ORCHESTRA AND ORGAN\n\nVesper Bells-Lefebure-Wely\nSALUTE TO THE FLAG-followed by America, the Beautiful\nADDRESS- The Faith of the Founders\n\nRandall J. Condon, Superintendent of Schools, Cincinnati, Ohio.\nHYMN-O God, Our Help in Ages Past\nBENEDICTION\n\nThe Reverend George A. Thayer, Pastor Emeritus, Unitarian Church,\nCincinnati.\nORGAN POSTLUDE\n\nMonday Morning, February 23\n\n\"Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education\nshall be forever encouraged.\"-Ordinance of 1787.\nMusic-Organ Selections-Alma Strautmann\nWHY IS SUPERINTENDENCE ?\n\nJesse H. Newlon, Superintendent of Schools, Denver, Colo., President,\nNational Education Association.\nWHAT IS SUPERINTENDENCE ?\n\nCharles S. Meek, Superintendent of Schools, Toledo, Ohio.\nWHAT PROGRESS HAS SUPERINTENDENCE MADE ?\n\nPayson Smith, State Commissioner of Education, Boston, Mass.\n\nMonday Afternoon, February 23\nGroup Meeting A\n\n\"From the beginning these states engaged, as a duty of government, to secure to all equal rights to life, liberty, and the pursuit of\nhappiness.\"\n\nChairman, John J. Tigert, United States Commissioner of Education, Washington, D. C.\nEQUALITY OF EDUCATIONAL OPPORTUNITY\n\nJohn J. Tigert, Washington, D. C.\nIN THE SOUTH\n\nA. F. Harman, Superintendent of Montgomery County Schools, Montgomery, Ala.\n\n"}
{"page": 698, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n637\n\nIN THE NORTH\n\nErnest W. Butterfield, State Commissioner of Education, Concord, N. Η.\nTalks will be illustrated by lantern slides and moving pictures.\nGroup Meeting B\n\"All men are endowed by their Creator with certain unalienable\nrights. Among these is life.\"\nChairman,C. B. Glenn, Superintendent of Schools, Birmingham, Ala.\nHEALTH EDUCATION VERSUS PHYSICAL TRAINING\n\nCharles H. Judd, Director, School of Education, University of Chicago,\nChicago, Ill.\nWHAT THE EDUCATOR OUGHT TO KNOW ABOUT MODERN MEDICINE\n\nWilliam D. Haggard, M. D., Professor of Surgery, Vanderbilt University, Nashville, Tenn., President-elect, American Medical Association.\n\nGroup Meeting C\n\"To establish justice.\"\nChairman, Arthur C. Perry, Jr., District Superintendent of Schools, Brooklyn,\nN. Y.\n\nJUSTICE FOR PUPILS\n\nH. O. Dietrich, Superintendent of Schools, Norristown, Pa.\nJUSTICE FOR TEACHERS\n\nE. Marie Gugle, Columbus, Ohio.\nJUSTICE IN HIGH PLACES\n\nArthur C. Perry, Jr., Brooklyn, N. Y.\nGroup Meeting D\n\n\"To insure domestic tranquillity.\"\nChairman, John O. Chewning, Superintendent of Schools, Evansville, Ind.\nSTUDENT SELF -GOVERNMENT\n\nJohn O. Chewning, Evansville, Ind.\nCONTROVERSIAL SUBJECTS IN THE HIGH SCHOOLS\n\nHerbert S. Houston, Publisher, Our World Weekly, New York City.\nGroup Meeting E\n\"To Provide for the Common Defense.\"\n\nChairman, William J. Bogan, Assistant Superintendent of Schools, Chicago\n111.\n\nDEFENSE THROUGH THE EDUCATED QUOTA : THE ALL-YEAR SCHOOL\n\nH. C. Weber, Superintendent of Schools, Nashville, Tenn.\nFORTIFICATION BY PUBLIC OPINION\n\nErie C. Hopwood, Editor, Plain Dealer, Cleveland, Ohio.\n\n"}
{"page": 699, "printed_page": null, "text": "638\n\nNATIONAL EDUCATION ASSOCIATION\n\nDEFENSE AGAINST ACCIDENTS-Illustrated with motion pictures\nZach C. Elkin, Chicago Motor Club, Chicago, Ill.\nSAFEGUARDING PEACE ( Illustrated)\nMajor F. L. Beals, Supervisor of Physical Education and Military\nTraining, Chicago Public Schools, Chicago, Ill.\nMonday Evening, February 23\n\"A More Perfect Union.\"\nOUR LINCOLN-An Ode for Children's Voices\n\nWords by W. C. Washburn; Music by Joseph Surdo. Sung by 800\nelementary pupils of the 27th District, Vine St., Central, Fairmount,\nPeaslee, Raschig, and Webster Schools. Accompanied by Withrow\nHigh School orchestra.\nDirector of Chorus-Gustav Clemens\n\nDirector of Orchestra-Joseph Surdo\nTHE NEXT STEP : THE OUTLAWRY OF WAR\n\nRaymond Robins, Lieutenant Colonel, United States Army. Retired,\nChicago, Ill.\n\nTuesday Morning, February 24\n\"To Promote the General Welfare.\"\nEXECUTIVE SESSION- For Members of the Department of Superintendence\nonly\n\nMUSIC- SELECTIONS\n-Hughes High School Band; A. R. KRATZ, Director\n(a) Dances from \"Henry VIII” .\n\nGerman\n\n(b) March, Men of Ohio ....\n(c) March, Military Escort .\n\nFillmore\n..Bennett\n\nChairman, John H. Beveridge, Superintendent of Schools, Omaha, Nebraska .\nSeven-Minute Contributions\nDOLLAR FOR DOLLAR\n\nCarleton B. Gibson, Superintendent of Schools, Savannah, Ga.\nHOW WE USE VOCATIONAL INFORMATION\n\nW. W. Borden, Superintendent of Schools, South Bend, Ind.\nINTRODUCING EDUCATIONAL RESEARCH\n\nF. W. Ballou, Superintendent of Schools, Washington, D. C.\nCENTRAL LIBRARY: A DISTRIBUTING POINT\n\nHenry C. Johnson, Superintendent of Schools, San Diego, Calif.\nA HOME FOR RETIRED TEACHERS\n\nOlive M. Jones, Public School 120, New York City.\nOUR NEW BUILDING PROGRAM\n\nHenry S. West, Superintendent of Schools, Baltimore, Md.\n\n"}
{"page": 700, "printed_page": null, "text": "639\n\nDEPARTMENT OF SUPERINTENDENCE\n\nTHE PERSONNEL AUDIT OF THE TEACHING STAFF\n\nE. E. Lewis, Superintendent of Schools, Flint, Mich.\nTHE SUPERINTENDENT AND THE BUSINESS MANAGER : AN ANOMALY\n\nGeorge D. Strayer, Teachers College, Columbia University, New York\nCity.\nHOW WE CELEBRATED EDUCATION WEEK\n\nJ. W. Gowans, Superintendent of Schools, Hutchinson, Kans.\nTAKING THE SCHOOL TO THE PARENTS\n\nJames A. Nugent, Superintendent of Schools, Jersey City, N. J.\nOUTCOMES OF OUR CURRICULUM PROGRAM\n\nJesse H. Newlon, Superintendent of Schools, Denver, Colo.\nBUSINESS MEETING\n\nNomination of officers from the floor.\n\nWednesday Morning, February 25\n\"In Union There Is Strength\"\nMUSIC-ORCHESTRAL SELECTIONS-Combined Elementary School OrchestraDirector, MERRILL B. VAN PELT\n\n( a) Overture-Gypsy Festival ..\n(b) Rose Buds .....\n(c) Hunting Song .....\n(d) March-\"Our Boys\"\n\nFillmore\nZamecmik\nLazarus\nZamecmik\n\nChairman, Edwin C. Broome, Superintendent of Schools, Philadelphia,\nPa. , and Chairman of the Commission on the Curriculum.\nTHE CURRICULUM : A PARAMOUNT ISSUE TODAY\n\nCharles H. Judd, Director, School of Education, University of Chicago,\nChicago, Ill.\nTHE CURRICULUM PROBLEM ATTACKED SCIENTIFICALLY\n\nErnest Horn, University of Iowa, Iowa City, Iowa.\nMEETING COMMUNITY AND INDIVIDUAL NEEDS\n\nJohn W. Withers, Dean, School of Education, New York University,\nNew York City.\nHOW THE INDIVIDUAL CITY MAY SOLVE THE PROBLEM\n\nA. L. Threlkeld, Assistant Superintendent of Schools, Denver, Colo.\nA COOPERATIVE PLAN FOR CURRICULUM REVISION\n\nZenos E. Scott, Superintendent of Schools, Springfield, Mass.\nBALLOT BOXES OPEN\n\nMusic Hall and Hotel Gibson, votes for officers of the Department of\nSuperintendence may be deposited between 11:00 A.M. and 6:00 P.M.\n\n"}
{"page": 701, "printed_page": null, "text": "640\n\nNATIONAL EDUCATION ASSOCIATION\n\nThursday Morning, February 26\n\"To secure the blessings of Liberty to ourselves and our posterity.\"\nSELECTIONS-WOODWARD HIGH SCHOOL ORCHESTRA\nWHAT THE COLLEGES CAN DO FOR THE PUBLIC SCHOOLS\n\nWilliam Lowe Bryan, President, Indiana University, Bloomington, Ind.\nE. G. Doudna, Editor, Wisconsin Journal of Education, Madison, Wis.\nFrank D. Boynton, Superintendent of Schools, Ithaca, N. Y.\nFINAL BUSINESS SESSION\n\nThursday Afternoon, February 26\n\n\"The good education of youth has been esteemed by wise men in\nall ages as the surest foundation of the happiness both of private\nfamilies and of the commonwealth.\"-Benjamin Franklin, proposals\nrelating to the education of youth in Pennsylvania, 1749.\nChairman, E. U. Graff, Superintendent of Schools, Indianapolis, Ind.\nHAPPINESS AND SCHOOL MUSIC-Indianapolis Teachers\n' Chorus.\n......Handel\n\"Largo\" from Xerxes .\nIndiana State Song \"On the Banks of the Wabash\" ... Paul Dresser\nIf I Knew You .\n\nMacDermid\n\nThe Home Road ...\n\n.Carpenter\nHahn\n\nWhip-poor-will\nChorus\n\nMacDowell\n\nTo a Wild Rose .\nSextet\n\nVolga Boatmen's Song.\n\nRussian\n\nSanta Lucia\n\nItalian\n\nCrusaders Hymn\n\nGerman\nChorus\n\nTrees\n\nHahn\n\nDouble Quartet\nSerenade\n\nSchubert\n\n\"Lovely Appear\" from The Redemption .\n\n.... Gounod\n\nChorus\n\nMrs. Frank T. Edenharter and Mrs. Lenora Coffin, Accompanists.\n\nErnest G. Hesser, Director of Public School Music, Indianapolis, Ind.\nLIFE, LIBERTY, AND HAPPINESS THROUGH ART EXPRESSION ( Illustrated by work\nof Vienna children of the classes of Professor Franz Cizek )\nAntoinette B. Hollister, Edgewood School, Greenwich, Conn.\nTHE PUBLIC SCHOOL'S CONTRIBUTION TO THE NATION'S HAPPINESS\n\nA processional by the public schools of Cincinnati.\n\n"}
{"page": 702, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n641\n\nORGAN PRELUDE-A HERALDING VOICE\n\nOut of the shadows of night\n\nThe world rolls into Light ;\nIt is daybreak everywhere !\nPROLOGUE- The Coming of Light\nDarkness with the beginning of Light is indicated by the flickering flames\n\nwhich finally evolve into form, culminating in the Fire Dance. From\nthis springs the figure of Light, which, throughout the seven episodes ,\nis symbolical of Knowledge and advancing civilization.\nEPISODE I-Joys of Childhood\nThe imaginative factors so strong in the race and in childhood are symbolized in the dance of Peter Pan and the Kindergarten children.\nEPISODE II-Joys of Youth, Health, and Happiness\n\nThe health and free physical activity of youth are suggested by a joyous\nfolk-dance, and by groups of children representing various forms of\nsport and play, such as ball games, hoop rolling, kite flying, sprinting,\nand leap frog.\nEPISODE III-Joy in Nature\n\nJoy in nature is symbolized, through the delights which the children may\nfind in each of the seasons of the year-winter sports, summer's call,\nand the dances of autumn and spring.\nEPISODE IV-Joy in Practical Arts\nThe appearance of groups showing many activities suggests the dignity\nand beauty of the Crafts. Household arts are symbolized through the\nCycle of the Bread, indicated by the farmer, miller, and baker ; and\nthrough the Dance of the Textiles. Trades and vocations are represented by the groups in woodworking, metal working, printing and\ndrawing, electricity, and automotive trades .\n\nEPISODE V-Joy in Fine Arts, Form, Color, Rhythm, and Melody\nForm, color, rhythm, and melody find expression in song, in design, and in a\ndance embodying all these.\nEPISODE VI-Joy in Literature\n\nChildhood's beloved characters come to life and step from the pages of\nfiction, fairy tale, adventure, poetry, romance, chivalry, and drama.\nEPISODE VII-Joy in Service\nThe seventh episode symbolizes joy in service. First, through Festivals :\nHallowe'en, historically interpreted as light dispelling darkness ; Harvest\nHome, in gathering and rejoicing; Thanksgiving with its note of\nreverence and praise; Christmas with the Tree of Light and Carollers\nof Joy. Second, through the spirit of service and patriotism in the\nCommunity; Junior Red Cross ; Boy and Girl Scouts; Civic and Vocational League, and an Americanization unit.\nFINALE-America, the Beautiful-Chorus and Audience.\n\n"}
{"page": 703, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n642\n\nThursday Evening, February 26\n\"I hear America singing, the varied carols I hear\nThose of mechanics, each one singing his as it should be, blythe and\nstrong,\n\nThe boatman singing what belongs to him,\nThe delicious singing of the mother, or of the young wife at work or\nof the girl,\n\nEach singing what belongs to him or her;\n\nThe day what belongs to the day-at night the party of young fellows\nrobust, friendly,\nSinging with open mouths their strong melodicus songs.\"\n-Walt Whitman .\n\nThe Public School and the Happiness of the Nation\nMassed Chorus of seven hundred fifty, with accompaniment of organ\nand high school orchestras by pupi's of Cincinnati Schools. Director of\nChorus, Louis Aiken ; Director of Girls' Glee Club, E. Jane Wisenall;\nDirector of Orchestra, A. R. Kratz; Organist, J. Warren Ritchey.\nORCHESTRA-Egyptian Ballet .....\n\n.Luigini\n\n...\n\nGounod\n\nCHORUS-Sanctus\n\nGIRLS' GLEE CLUBS-How Lovely are the Messengers .\n\n.....\n\nMendelssohn\n\nTHE GOSPEL OF BEAUTY\n\nLorado Taft, Chicago, Ill.\nArditi\n\nCHORUS Lovely June .\nGIRLS' GLEE CLUBS\n\n(a) Walnut Tree .....\n\n.Schumann\n\n(b) Wake Miss Lindy.\n\nWarner\n\nCHORUS\n-Zion Awake ...\n\nCosta\n\nSECRETARY'S MINUTES\n\nCINCINNATI, OHIO, FEBRUARY 22-26, 1925\nThe fifty-fifth annual meeting of the Department of Superintendence\nwas opened Sunday afternoon, February 22, 1925, in Withrow High School\nwith a vesper service commemorating the one-hundred-ninety-third anniversary of the birth of Washington. Other general sessions were held in\nthe Cincinnati Music Hall. The keynote of the convention was \"School\nis for Service, not for Self.\"\nFebruary 23\n\nAfter the convention had been called to order Monday morning, Mr.\nFrank W. Wright, of the State Department of Education of Massachusetts,\nspeaking on behalf of former President Payson Smith, presented a gavel to\nPresident William McAndrew. Mr. Wright stated that the gavel was\nmade by the students of the Fitchburg State Normal School.\n\n"}
{"page": 704, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n643\n\nFebruary 24\n\nAt the business session Tuesday morning, the president announced the\nappointment of the committee on resolutions and the Board of Tellers. A\nmeeting of the Resolutions Committee at the Business Men's Club at 4\no'clock Tuesday afternoon was announced. Albert H. Hill, superintendent\nof schools, Richmond, Va., and Henry S. West, superintendent of schools,\nBaltimore, Md., were named as the auditing committee. Nominations for\nofficers were made as follows: For president, Frank W. Ballou, superintendent of schools, Washington, D. C., and J. M. Gwinn, superintendent\nof schools, San Francisco, California; for second vice-president, George N.\nChild, superintendent of schools, Salt Lake City, Utah; A. H. Hill, superintendent of schoo's, Richmond, Va.; E. E. Lewis, superintendent of\nschools, Flint, Mich.; Arthur C. Perry, Jr., district superintendent of\n\nschools, Brooklyn, N. Y.; for member of Executive Committee, Norman\nR. Crozier, superintendent of schools, Dallas, Texas; C. Ray Gates, superintendent of schools, Grand Island, Nebr.\nFebruary 25\n\nAt the c'ose of the program presented Wednesday morning by the Commission on the Curriculum, the following statement was made by President\nWilliam McAndrew :\n\n\"Let me say that this department has reached the point where it is\ndetermined that action shall follow discussion .\n\nOver the doors of one of\n\nthe great engineering schools is the word, ipso, which stands for 'investigate,\nformulate, ca'culate, operate.' This Department through its Commission\non the Curriculum has investigated, formulated, calculated, and now it has\ndecided that the schools must operate. The Commission itself will be in\nconsultation with you in its committee room on the Ballroom Floor at the\nHotel Gibson from 1 until 3 o'clock. Superintendents of schools who\nhave already begun work in revision are requested to report that fact, and\nothers interested are invited to ca'l there.\n\nIt is the intention of the\n\nExecutive Committee of the Department of Superintendence to continue\nin office the members of the Curriculum Commission or to supply omissions\nif any have resigned, and we desire to have your opinion on the subject .\nAs many as are in favor of continuing the Commission will signify by saying 'Aye' ; those who oppose will say 'No. \"\nThe vote was affirmative, and the commission was directed to continue\nfor another year .\nFebruary 26\n\nMilton C. Potter, superintendent of schools, Milwaukee, Wisconsin, as\nchairman, presented the report of the Committee on Resolutions at the\nopening of the Thursday morning session. The report was adopted, section\nby section, as read.\n\nAt the close of the session Thursday morning, the tellers presented their\nreport of the election, which was as follows :\n\n"}
{"page": 705, "printed_page": null, "text": "644\n\nNATIONAL EDUCATION ASSOCIATION\n\nCINCINNATI, OHIO, February 26, 1925.\nREPORT OF BOARD OF TELLERS\n\nWe hereby certify that the following persons were elected to the offices named\nbelow at the election of the Department of Superintendence held this day.\n\nPresident : Frank W. Ballou, superintendent of schools, Washington, D. C.\nSecond Vice-President: E. E. Lewis, superintendent of schools, Flint, Michigan.\nMember Executive Committee for four years : Norman R. Crozier, superintendent\nof schools , Dallas, Texas .\nRespectfully submitted,\nDAVID B. CORSON, Chairman\nE. M. OTIS\nIRA J. BRIGHT\n\nBURR J. MERRIAM\nF. D. BOYΝΤΟΝ\n\nR. E. RAWLINS\n\nFRANK W. WRIGHT\n\nEDWARD B. SELLEW\n\nBURR H. JONES\n\nPresident McAndrew then introduced Superintendent Frank W. Ballou ,\nof Washington, D. C., the newly-elected president. Mr. Ballou spoke as\nfollows:\n\n\" It has been said there are three events in the life of every man: when\nhe is born, when he is married, and when he dies. I desire to add one to\nthis trilogy, that of election to the presidency of the Department of Superintendence. You have conferred upon me a great honor which I thoroughly appreciate. You have likewise placed upon me as presiding officer\nfor the coming year great responsibilities. It will be my purpose to understand and to maintain the high standard of programs of my predecessors,\nincluding that arranged for us for this occasion by the incomparable\nWilliam McAndrew.\"\n\nOn motion of Mr. Broome, the Executive Committee was authorized to\nprint the address of Superintendent F. D. Boynton, of Ithaca, New York,\nand to distribute a copy to each college president in the United States.\nIt was announced that the vacancy on the Executive Committee occasioned by the elevation of Mr. Ballou from the Executive Committee to the\n\npresidency, had been filled as provided by the constitution, by action of the\nExecutive Committee, in the election of C. B. Glenn, superintendent of\nschools, Birmingham, Alabama. The final business meeting then adjourned.\nRESOLUTIONS OF THE DEPARTMENT OF\nSUPERINTENDENCE\n\nFebruary 26, 1925\nResolutions Committee\nMILTON C. POTTER, Superintendent of Schools, Chairman .\nCHARLES B. GLENN , Superintendent of Schools ..\nGEORGE D. STRAYER, Teachers College, Columbia University .\nMRS. SUSAN M. DORSEY, Superintendent of Schools ...\nTHEODORE SAAM, Superintendent of Schools..\n\n..Milwaukee, Wis.\n\n.Birmingham, Ala.\n.... New York, N. Y.\n\n.Los Angeles, Calif.\nCouncil Bluffs , Iowa\n\nThanks to Cincinnati-We record our grateful and hearty appreciation\nof the splendid hospitality of the citizens of Cincinnati, of the untiring ef\n\n"}
{"page": 706, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n645\n\nforts of the local committee and the splendid coöperation of the public press.\nWe are especially grateful to the members of the Board of Education, the\nSuperintendent of Schools and his staff, and to teachers and children\nof the public schools who have helped to make this convention a success.\nEducation in the Nation's capital-Inasmuch as the Federal Government has in but one city the opportunity of setting up a model school plant\nand organization, the Department of Superintendence rejoices that much\nneeded legislation for the schools of the Nation's capital has been passed,\n\nincluding the Teachers' Salary Act, the Compulsory School Attendance\nand School Census Law, and the Five-Year School Building program\nauthorizing an expenditure of $ 19,000,000 for school buildings and grounds\nin the city of Washington. The Department expresses its thanks to Congress and the President of the United States for this substantial contribution to the welfare of the children of Washington.\nMoral education-We applaud the increased emphasis being placed\nupon character training in the schools of our country. The systematic\neffort so to organize the school as to make of it a civic and moral workshop\nis a forward step and merits encouragement of school authorities.\nDecency-We commend the constructive efforts being made in many\ncommunities to encourage clean drama and condemn licentiousness. We\ndeplore the elaboration of the details of crime on the stage and in motion\npictures, books, and newspapers. In spite of the danger inherent in censorship we commend and will support the people in legislature assembled enacting measures for the preservation of common decency.\nOur women-The Department of Superintendence recognizes with satisfaction the tendency of the American press to cease a traditional and stupid\npractice of ridiculing by cartoons and by alleged humorous paragraphs the\nfine women who constitute a large majority of the teaching corps of Amer-\n\nica. No decent allegiance to the American ideals as expressed by its best\nstatesmen who have called education the hope of the country, can be maintained if public prints, while claiming to respect education, continue to\nthrow disrespect upon the women who to a large degree are the educators.\nChild Labor Amendment-We believe in the necessity for a proper con-\n\nservation of childhood and to that end pledge our unfaltering support to\nthe proposed Child Labor Amendment. We respectfully urge its adoption\nby the various State legislatures.\nSchool financing-We realize the necessity for effecting economies in\npresent costs through efficient organization and management. We strongly\nurge the adoption of a budget system of estimating the annual school needs\nand apportioning the annual school revenues in every community. We reaffirm our position that it is of paramount importance for the successful\nadministration of public education that all school boards shall have independent and complete control of their finances.\n\n"}
{"page": 707, "printed_page": null, "text": "646\n\nNATIONAL EDUCATION ASSOCIATION\n\nNational relations of public education-We have carefully noted and\n\nconfidently rely on the declarations of President Coolidge before the National Education Association in Washington last July with reference to\nproposed legislation recognizing education as of vital national concern.\nNational welfare demands for each person that measure and kind of\neducation which is basal to effective participation in our democratic life.\nThe Federal Government has contributed to the realization of this ideal\n\nby grants of land and of money to the States. This principle, long ac-\n\nknowledged, and this practice, long established, should-without interfering with the control of education by the several States-be maintained and\nextended.\n\nThe present diverse and scattered educational activities of the Federal\nGovernment should at once, in the interest of efficiency as well as of economy, be unified in a Department of Education with a Secretary in the\nPresident's Cabinet.\n\nTo the foregoing principles we again pledge our unswerving faith and\nactive support.\n\nWar-We reaffirm our faith in education as a potent means for international understanding. We urge the coöperation of government and\nschool throughout the world toward this end. With faith in the mission\nof the school to bring to mankind life, and this more abundantly, we pledge\nourselves to educate public opinion that offensive warfare may be outlawed.\nTo this end we favor the codification of international law on the principle\nthat all nations great or small shall be given equal right and justice. We\nfavor setting up an international court with affirmative jurisdiction under\nthis code.\n\nCivic service-A principle which has been proclaimed by the Association\nfrom the beginning, that the chief aim of public education is the training\nof the citizen to live up to American civic, political, and moral ideals, we\nreaffirm together with our resolve to direct the daily exercises of our schools\npredominantly toward this end.\nSALUTATION\n\nFRANK B. DYER , MEMBER BOARD OF EDUCATION, CINCINNATI, OHIO\n\nI take it that the salutation is injected into this program to make a little\nbreak in the solemnity of the occasion in order that you may relax. The\nsubject assigned to me threw me into a state of doubt-The Vesper Salutation-if I only knew I should certainly salutate you thoroughly this afternoon, but I don't. It cannot mean a welcome for that has already been\nextended to you in far more eloquent language than I could hope to use, by\none who is better justified in giving it. And anyway a true welcome is not\nto be expressed in fine speeches, but in cordial treatment. As Emerson said\nof travel, we are not to say that we visited the Alps or the Pyramids, it is\nto appear in our behavior. So must our welcome.\n\n"}
{"page": 708, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n647\n\nIf the salutation means to give our guests advice that will make their\nstay profitable, we should like to recommend simply the three injunctions\nthat Socrates laid upon his disciples.\n\nFirst, \"Watch your step,\" by which Socrates meant, of course, be careful\nof your actions and circumspect in your conduct, but we hope you will take\nhis dictum literally for we recognize that our streets are perilous, and our\nmotor cars, working for a record this month, have inflicted fifteen serious\npersonal injuries in one day in the past week, so watch your step.\nSecond, \"Don't bolt your food,\" said Socrates, by which, of course, he\nmeant do not swallow your opinions and ideas until they have been thoroughly masticated or deliberated upon. When we think of 12,000 of you\nin line at the lunch counter at noon, we hope you will take his dictum quite\nliterally because we hate to think of you with indigestion if you do not.\nDon't bolt your food. When we look over this multiform program, this\nintellectual bill of fare that you propose to devour, we hardly know what\nadvice to give you because we recognize you must bolt it. We trust that\nyou will do as ruminating animals do with their forage-regurgitate it!\nChew it over and mix it with your own saliva !\nSocrates' third dictum was, \"Say what you have to say in as few words\nas possible. \" We recognize that you have something to say, but say it as\nsimply as possible, so that a wayfaring man like myself can understand you.\nI am appealing not only in behalf of other educators, but on your own behalf, fellow speakers, in order that you may have time left to mingle in the\nlobby and cultivate the human touch which after all is the most important\nthing at a convention.\n\nNow we recognize that every city, like every individual, has its particular\ndistinguishing characteristics which set it apart. Unfortunately these distinguishing characteristics in our city may not be observed by the passing\n\nstranger.\n\nOur wealth is largely in intangibles, not only literally, but\n\nfiguratively. At the same time the most impelling human interest is the\ndesire for approval. Certainly that is true of this city. We want your\napproval and therefore you will pardon a word concerning these more or\nless intangible characteristics.\n\nThis city is an Eastern city in its love of music as we have demonstrated\nto you this afternoon; in its love of art and literature. It is a Southern\n\ncity in its easy-going ways and hospitality, as well as its climate and markets. We have even built a railroad of our own far down into the heart\n\nof the South not as a means of escape from our city, but in order to bring\nthe South to our hearts, and to our kitchen also. We are a Western city\nin our old adherence to a belief in individual liberty. I say this for the\ncomfort of you people. You may do what you wish this week and we will\nnot write home to your folks about it. We allow a good deal of liberty.\nThis city also has the Western belief in equality of opportunities. It takes\nthe doctrine in the largest sense and in a way that is unparalleled in most\ncities of this country. This community has just flooded the Board of Edu\n\n"}
{"page": 709, "printed_page": null, "text": "648\n\nNATIONAL EDUCATION ASSOCIATION\n\ncation with means to provide in the near future absolute equality of opportunity for all the children of this city according to their needs. On account\nof the intermediate position of our city, between the East and West, North\nand South, we are tolerant, unusually tolerant. You may give the most\nexplosive utterances to the most radical sentiments that are upon your soul\nthis week and we may be amused but we will not be radical. We are\ntolerant of opinions and creeds. We even believe that true religion and\ntrue science are compatible. We do not have the Bible in our schools, but\nour schools are closely affiliated with our churches in religious instruction\nand with churches of all creeds. We recognize that the fundamental purpose of education is to give the child an understanding of the laws of the\nuniverse and to put him in harmony with those laws, with physical law,\ncivil law, moral law, spiritual law, and universal law. We recognize that\nthe schools make the best approach from one side of this great problem,\nand the church makes its approach from the spiritual side. They may overlap upon the moral side, but they are compatible and supplementary and\nnecessary each to the other.\n\nWe recognize what Emerson meant when he said, \"Hitch your wagon\nto a star. \" He meant to ally yourself with the forces of the universe and\nput yourself in harmony with law-physical law, with moral law, with\nspiritual law, with universal law, and therefore, put yourself in harmony\nwith God, for universal law is universal will and universal will is God.\nNow friends, guests, we hope that the deliberations of this week will\nhave a forward look to the building of a better world and the nearer coming\nof the Kingdom of God and so we salute you. We rejoice that you are\nhere. May the blessing of Heaven be upon you!\n\nTHE FAITH OF THE FOUNDERS\nRANDALL J. CONDON, SUPERINTENDENT OF SCHOOLS\n\nCINCINNATI, OHIO\n\nFaith of the Founders! Before I speak briefly upon that subject I want\nto give myself the satisfaction of a personal word of greeting to you who\nhave come from afar. We welcome you to this city that is glad to have\nyou in her midst. I want to express my great appreciation for the cordial\nand heartfelt welcome that the home folks have given to me as I return\n\nfrom my year's leave of absence. I just received a lovely message of flowers\nof which the principal feature was the forget-me-not, sent by teachers and\nfriends, and I have worn some of them this afternoon as a pledge that as\nthey do not forget, neither do I forget. Twelve years of service in this\nsplendid city, fine in its social outlook, fine in its appreciation of life and\ngreat in the opportunity that it gives to any man in its service ! To the\n\n"}
{"page": 710, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n649\n\npeople of Cincinnati and to the teachers, I extend my heartfelt thanks for\nthe greetings which I have received.\nAnd then, I want to pay a special tribute to Washington who one hundred and ninety-three years ago, as a little child opened his eyes under the\nblue sky of the Old Dominion, at that place where President Roosevelt\nvisited and from which he wrote to his son Kermit these words : \"On Sun-\n\nday, mother and I spent about four hours ashore, taking our lunch and\nwalking up to the monument which marks where the house stood in which\n\nWashington was born. It is a simple shaft. Every vestige of the house\nis destroyed, but a curious and rather pathetic thing is that although it\nmust be a hundred years since the place was deserted, there are still multitudes of flowers which must have come from those at the old garden.\nThere are iris and narcissus and a little blue flower, with a neat, prim,\nclean smell that makes one feel as if it ought to be put with lavender into\nchests of fresh old linen. The narcissus in particular was growing around\neverywhere together with real wild flowers like the painted columbine and\nStar of Bethlehem. It was a lovely spot on a headland overlooking a\nbroad inlet from the Potomac. There was also the old graveyard or grave\nplot in which were the gravestones of Washington's father and mother and\ngrandmother, all pretty nearly ruined.\"\n1732-1799-1925-all the years that shall come from the \"marching\nmorrows \" ! Oh! flowers of springtime bloom on to make the world more\nlovely with thy perfume. And may the spirit of Washington be born ever\nanew in the hearts of the children of men to bless not only America, but\nall the world. We come today to pay our special tribute to one who did a\ngreat service to this country-one, who as a boy played among the flowers\nunmindful of the burden he must bear and the part he must play in the\nhistory of his country. It seems especially appropriate that I should give\ntwo tributes to Washington's character by those that knew him better than\nothers.\n\nJefferson said, \"I think I knew General Washington intimately and\nthoroughly, and were I called on to delineate his character, it should be in\nterms like these: Perhaps the strongest feature in his character was prudence,\nnever acting until every circumstance, every consideration was maturely\nweighed; refraining if he saw doubt, but when once decided, going through\nwith his purpose whatever obstacles opposed. His integrity was most pure,\nhis justice the most inflexible I have ever known, no motives of interest or\nconsanguinity, of friendship, or hatred being able to bias his decision. He\nwas in every sense of the word a wise, a good, and a great man. On the\n\nwhole his character was in the mass perfect, in nothing bad, in few points\nindifferent; and it may truly be said that never did nature and fortune combine more perfectly to make a man great and to place him in the same\nconstellation with whatever worthies have merited from man an everlasting\nremembrance. For his was the singular destiny and merit of leading the\narmies of his country successfully through an arduous war for the establish\n\n"}
{"page": 711, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n650\n\nment of its independence; of conducting its councils through the birth of a\n\ngovernment new in its forms and principles, until it had settled down into a\nquiet and orderly train; and of scrupulously obeying the laws through the\nwhole of his career, civil and military, of which the history of the world\nfurnishes no other example.\"\n\nMonroe said, \"I saw him in my earliest youth, in the retreat through\nJersey, at the head of a small band, or rather in its rear, for he was always\nnext the enemy, and his countenance and manner made an impression on\nme which time can never efface. A lieutenant then in the Third Virginia\nRegiment, I happened to be on the rear guard at Newark, and I counted\nthe force under his immediate command by platoons as it passed me, which\namounted to less than 3000 men. A deportment so dignified, so exalted,\nbut yet so modest and composed, I have never seen in any other person.\n\nWashington, the creator of his country ! And now, The Faith of the\nFounders : \"Where there is no vision, the people perish.\" \"I will lift up\nmine eyes to the hills from whence cometh my help.\" Because the\nfounders saw beyond the years, they visioned things as they should be ;\nwe exalt their work and rejoice in the foundations that have been laid for\nour government.\n\nOnce more we see Columbus as he steers his ship on the western course.\nHe holds the tiller but God Almighty steers the ship, and day by day the\nrecord runs in these words, \"This day we sailed west for that was our\ncourse.\"\n\nOnce more we see in imagination the little band of Pilgrims leaving old\nEngland, and sixty-four days out, sighting the sandy shores of Cape Cod.\nThe prow of their ship is turned south, but the Almighty for centuries has\nbeen spreading the shoals of Monomoy and Nantucket as a bar to the Pilgrims' way, that, turning them back to the shores of Massachusetts, he\nmight beat out upon the anvil of adversity-in trial and hardship, in\nhunger and death-the best type of American citizenship. The next day,\n\nNovember 11 , (old style) about noon, they drop anchor in Provincetown\nharbor.\n\nThe anchor is no sooner at the bottom-the sails furled-than\n\nthey gather in the cabin of the Mayflower and draw up that compact,\n\nbeginning, \" In the name of God, Amen,\" and which continuing says,\n\"We\n\ncovenant & combine our selves togeather into a civill body\npolitick, for our better ordering & preservation & furtherance of the ends\n\naforesaid ; and by vertue hearof to enacte, constitute, and frame such just\n& equall lawes, ordinances, acts, constitutions, & offices, from time to time,\n\nas shall be thought most meete & convenient for ye generall good of ye\nColonie, unto which we promise all due submission and obedience.\" And\n\nwhen this had been signed by the 42 men who made up the company, the\nsun set across the bleak waters of Massachusetts Bay, and the Sabbath of\n\nthe old dispensation was at an end; and out of the tomb of the buried past\ncame forth two angels clothed in white-Liberty and Justice-a new dis-\n\n"}
{"page": 712, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n651\n\npensation. With the sun arose new hopes; a new world with new op-\n\nportunities, ready for new institutions, lay before them.\nToday we rejoice not only in the coming of Columbus and the Mayflower, but in the fact that that voyage has not ended and, please God, it\nnever shall ! \"Sail on, sail on, sail on,\" until the hopes of mankind shall\nbe realized more fully than they are today. For Washington and Jefferson,\nand Marshall, and Adams, and Hancock, and Franklin, and their associates ,\n\nthat great company of men who were able to lay the foundation through\nfaith in God and in humanity, proposed that all men should have an equal\nchance-an equal opportunity to work out their destiny according to the\ntalents which God had given to them. If one talent that it might be\n\nmultiplied; if it be ten, then the obligation should be greater by ten, all to\nbe used for the common welfare, for the good of all. That was the great\nthing that our fathers established. Not merely a new form of government ,\nbut a government based upon the common welfare and upon the consent of\n\nthe governed, where every man-and now, please God, every womanshall have a chance to say something as to the kind of government under\nwhich they shall live; and in these great days the sun shines brighter because the love and faith of womenkind has been added to that of men to\n\nhelp make this a better country in which to live.\nOur fathers knew that only as the people were educated, as all the people\nwere given a chance through the education of heart and hand and head\nshould this venture of theirs be realized .\n\nThis school in which we meet today, like many other schools is the best\nevidence of our faith in the experiment of our fathers. These schools\nopen alike to all the children and to all adults for the good of all! Washington said, \"Knowledge is the surest basis of public happiness,\" but I think\nhe had in mind only this, the knowledge that comes from books. And we\nknow now that the knowledge that comes from things is as great as that\nwhich comes from words. Now we have combined both.\n\nAs you came into this building you noticed the inscriptions on the outside,\n\"To reveal truth and beauty,\" to \"Inculcate Social and Civic Ideals,\" and\n\"For a Broader and Richer Personal Life.\" That is what our schools today\nin America express. They are to cultivate the citizen not only for himself,\nbut so that he may subordinate his life and liberty and happiness to the\ncommon welfare, knowing that he reaps a richer reward for himself as he\ngives of himself to others.\nOur fathers established America not alone for the native-born, not for\nthe Gentile, or the Protestant, not for the white race, but as a nation\nwhere-irrespective of color, or place of birth, or race or religion-all men\nshould be free, and as a united nation that we should go forward to our\ngreat destiny. Today there comes to us the opportunity to solve some of\nthe problems that present themselves, not the same that our fathers faced,\nbut we meet them in the same spirit, and as they were not afraid, no more\nare we .\n\nThey looked far down the ages and saw the hopes of mankind\n\n"}
{"page": 713, "printed_page": null, "text": "652\n\nNATIONAL EDUCATION ASSOCIATION\n\nwaiting upon the solution that they attempted; they were not afraid to take\na chance to work out their own salvation, for there is no other way given\nunder Heaven whereby men can be saved except as they have the opportunity to profit by mistakes and errors.\nSo, we meet today to pay our tribute to these founders of our country, to\nrejoice that we have entered into the harvest of their planting, and that we\nhave this opportunity to go forward in the faith which they established.\nWe realize that faith without works is dead and that \"Faith is the substance\n\nof things hoped for, the evidence of things not seen.\" We face the future\nwith hope and courage. The people of this State of Ohio, of all the States\nof the Union, of the Nation itself, all realize that education is the biggest\nand most important business of the State and that the hope of the future is\nin the schools of today. Upon the public schools of this Nation rests the\nhope not only of America, but of the world, for the hope of America is the\nhope of the world, and America's only hope is in its children and in the\neducation which they receive all shot through and through with the\nspirit of service and devotion to the common welfare. We shall teach\npatriotism, and it shall not only be \" 100 per cent American,\" but much\nmore. It shall be like that of the days of 1776 when a man shall be taught\nto think not of himself, but to be willing to give all-to give up life and\nliberty and all happiness, sacrificing for the common good. And America\nshall never be finished, God willing, until the white city of God comes to\nmake its abode among the sons of men.\nAs the Moki Indian woman weaving the pattern of her life in the cloth\n\nshe makes, leaves always an unfinished end for the escape of her spirit, so\nwe weave the pattern of our individual life, city life, and National life,\nwith a pattern of our own color, but always leaving an opening that our\nspirit may be free.\n\nThe foregoing is only fragmentary and only a part of what I should have\nliked to say if there had been more time. The schools are in the service of\nthe State, and they have a two-fold mission : To educate the individual\ncitizen for himself, and for the part which he must play in the social\norganization that we call the State, whether it be the neighborhood, the\ncity, the State, or the Nation, or all combined. This is said with a clear\nunderstanding that only a small part of the education of a child or man is\ngiven through the school, but with a firm belief that the school must cooperate and combine with all the other forces and institutions of the com-\n\nmunity, and must come itself into a larger place of influence and responsibility, coördinating and directing these forces to a common end.\nThe public schools are reaching out to every field where children live\nand work and play, and they are trying to help shape the influences that\ntouch childhood for the welfare of the children and the State. They are\nnot limiting their mission to the children alone, but stand with wide open\ndoors ready to render any service which the community may need.\n\n"}
{"page": 714, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n653\n\nThey are trying to educate to the largest possible extent all the people,\nin the belief that only so shall democracy rest upon a sure foundation ; for\ndemocracy is safe not when we have educated a part of the people, or have\ndeveloped a few great leaders-though this is also necessary-but when we\n\nhave raised the average intelligence of all the people and have made each\nman a master of himself and his vocation; when we have kindled within\nhis heart the feeling of brotherhood, and have inspired within him a lasting\ndevotion to the State and to the ideals for which America stands.\n\nHow shall the schools most effectively serve the State through the education of its children without destroying that individuality and initiative and\nliberty that are the cherished possessions of democracy. We must in the\nfuture even more than in the past teach our young people the ideals of\nsocial service. They must learn that \"no man liveth unto himself,\" but\nthat each must live and work and fight for the common good. We must\nteach civics-applied civics-as one of the most fundamental topics in the\ncurriculum.\n\nWe must teach greater respect for authority, we must emphasize obedience, but it must be a willing and reasonable obedience, not a blind acceptance of arbitrary control. The State exists for the people, and not the\npeople for the State. Our discipline must not be such as weakens the\nindividual will, but such as trains that will to a prompt acceptance of what\nis right and reasonable.\nWe must not subordinate the individual to the State, but must so teach\nhim that he will of his own free choice subordinate himself to the common\n\ngood. For in a democracy not only must there be opportunity for individual choice ; but there must be developed an intelligence and idealism that\nenables the individual to choose that which makes him of the largest service\nto his fellows .\n\nFine character, lofty motives, social ideals, civic service, a patriotism that\nmakes the citizen ready to live or to die for his country, these are the things\nthe schools must strive after and these they must accomplish in their teaching if they are to render the largest service to the State and to its citizens .\nThis is the mission of the public schools, and this the measure of the service\nwhich they must render in a democracy.\nOUR COUNTRY\n\n\"And thine shall be the power of all\nTo do the work which duty bids,\nAnd make the people's council hall\nAs lasting as the Pyramids !\nThy great world-lesson all shall learn,\nThe nations in thy school shall sit;\nEarth's farthest mountain-tops shall burn\nWith watch-fires from thy own uplit.\n\n"}
{"page": 715, "printed_page": null, "text": "654\n\nNATIONAL EDUCATION ASSOCIATION\n\nGreat\n-without seeking to be great\nBy fraud or conquest; rich in gold,\nBut richer in the large estate\nOf virtue which thy children hold.\nWith peace that comes of purity\nAnd strength to simple justice due,\nSo runs our loyal dream of thee;\nGod of our fathers ! make it true.\n\nO Land of lands ! to thee we give\n\nOur prayers, our hopes, our service free.\"\n\nMy flag-born in the days of revolution, baptized in the days of civil\nstrife, rededicated to the cause of human freedom in the great world con-\n\nflict; in peace and in war it has ever floated as the symbol of liberty and\njustice. May its stars never grow dim, and its stripes never fade. And\nmay the children in the schools over which it shall float be so taught to love\njustice, to hate evil, and to do good, that they may forever protect the flag\nand the ideals for which it stands.\n\n\"O Thou who hast called us out of darkness to be the bearers of light; we\nbeseech Thee' to make us helpers in the world. Take away from us the love of\nease, and the fear of men. Show us the simple things that we can do to help our\n\nneighbors to be good. Brighten the daily round of tasks that we have undertaken\nand are tempted to neglect. Make us faithful to the trust that life has put upon\nus; hold us to the humblest duty.\n\n\"Prepare our hearts in sympathy to be partners in suffering with the weak;\npartners in eager service with the strong.\n\"Reveal to us the wavering ranks of those that are struggling upward that we\nmay cneer and support our comrades unknown. Remove from us the love of glory\nand the thirst for praise.\n\nGive us, in weariness refreshment, and in strength,\n\npeace; but when we are idle, send shame, and when we are false, send fear, to\nbring us back to Thee. By Thy love restrain our censorious speech and teach us\nto commend. By Thy wisdom entighten our plans, and direct our endeavors for\nthe common wealth. And give to us the vision of that bright City of God upon\nearth where ali shall share the best they have, in thought and deed, and none shall\nharm or make afraid.\n\n\"And establish Thou the work of our hands upon us; yes, the work of our hands\nestablish Thou it.\"\n\n"}
{"page": 716, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n655\n\nPRESIDENT'S OPENING ADDRESS\nWILLIAM MCANDREW, SUPERINTENDENT OF SCHOOLS AND PRESIDENT OF\nTHE DEPARTMENT OF SUPERINTENDENCE, CHICAGO, ILLINOIS\n\nLadies and Gentlemen : Sixty years ago this association was launched\nin Harrisburg, bearing the name, \"The National Association of School\nSuperintendents.\" During these two generations its emphasis has flitted\nfrom point to point, resting now here, now there, in the wide expanse of\neducational doctrine.\n\nWe started in 1865 with a determination to have\n\nour business recognized as a profession. The West was always generous\nin this regard; it called every schoolman Professor. In time the colleges\nbegan to help and are now nobly making what the professors profess professional. Our association's record shows us stressing in 1866 the value\nof methods, chiefly those of Oswego and then of Quincy. Now, with\nBatavia plans, Dalton plans, Gary plans, every little village has a method\nof its own. In 1876 we began promoting the idea that manual training\nwill add to our National wealth. The hand workers are now getting more\nthan their teachers. In 1886 we claimed that money spent on schools\nwould save expenses of jails and courts. We spend more now on all three\nand Dr. Pritchett says it is too much. In 1896 we sang the claims of\nculture and adopted the alluring slogan : \"Education for Leisure.\" We are\nnow looking for the leisure. By 1906 the testers and researchers had injected a suspicion that the training in our grammar, algebra, Latin, and\n\nother fads was valuable in no other field than that of grammar, algebra,\nLatin, or any other particular fad. In 1916 intelligence testers evolved the\ndismal doubt as to whether we can do much worthwhile with what the\n\ninheritance of glands and brain-cells has already determined for bad and\nall.\n\nThey tell us that in industry and in business 5 per cent of all experiments succeed. Our own belief and a supporting public opinion is that we\nare beating the record.\n\nLike a golden thread running through the weaving of our sixty years\nis our declaration that the prepondering purpose of it all is the preservation\nand perfection of our social and political union. Horace Mann had\nstressed this-all Boston schoolmasters protesting-thirty years before we\norganized ourselves. Stevens, Clinton, Webster, arguing for schools at the\nexpense of all the people, had promised, if the tax laws were passed, that\na perpetual devotion of an educated people to a high and pure civic ideal\nwould ensue. They were sixty years behind the makers of the nation who\nhad listed civic virtue as the one great reason for converting education\ninto a function of a self-governing republic. For 150 years since the\n\nRevolution its educational doctrine-schools for political progress has been\naccepted; its direct application remaining appallingly in the background.\nEstablished for the perfection of government, education has the melancholy\n\n"}
{"page": 717, "printed_page": null, "text": "656\n\nNATIONAL EDUCATION ASSOCIATION\n\nrecord of seeing its alumni avoiding the simplest duties of politics. Proposed by the Father of his Country for the enlightenment of that public\nopinion upon which government by the people rests, the public school sees\nhalf of the populace shirking its civic duty and that half consisting mostly\nof education's output.\nShould the Fathers who harbored such high hopes of universal instruction as a government duty come back to earth as a Survey Committee and\nask, \"What have you devised to train the nation in its civic and moral\nduties as men and citizens? \" \"What are the exercises making up your\nstudents' days work under your guidance ? What are the things most\nstressed in the preparation of your teachers ? What are considered most\nimportant in the institutions harboring your youth of from fourteen to\neighteen years of age when real thinking may begin ? What is of most\naccount in your state colleges and universities?\" Should they see to what\nextent we have retained the contents of ancient schooling and neglected\na whole-souled reconstruction of educational procedure for civic and\npolitical ends, I can imagine them remarking, \"We statesmen had our\nRevolution in '76 ; when does the schoolmasters' revolution begin ?\nThis association, in spots, is coming around to see that the reason public\nschools are paid for, not by parents as such but by the whole community,\nis that public schools may devote themselves to teaching us our duties\ntoward the community. This Department has a commission of schoolmasters devoted to devising a course of study for American schools, a\ncourse devoted not to reading, writing, and arithmetic, for their own sakes,\nnot to personal ornament, accomplishment, nor success of John and Mary,\nbut to the general welfare.\n\nThe men on that commission themselves il-\n\nlustrate the spirit of public service in that they are giving free what, if\npublished by themselves in book form, would bring them respectable financial reward. They are entitled to enthusiastic approbation. On your\nbehalf I hereby tender it.\nThat this curriculum shall be the means of a more direct realization of\n\nthe American public school aim ; community service-not individual gain\n-public service, consciously, perpetually, enthusiastically, intended, rests\nwith you, the school managers of America, more than with any other known\nbody, be it school board, Legislature, Church, or club. We have had the\nslogan, \" Schools for Civic Righteousness\" since 1776. You remember the\nmotto on the templar's sword : I cut for Christ and Church. The motto\ncuts nothing at all. It is the valiant swordsman who makes it avail.\n\nIt is the purpose of these gatherings here for which our people back\nhome have spared us from our local duties so to inspire us with the spirit\nof service that, returning we may pass it into our schools and make them\ndifferent from what they were before.\nFor \"only the spirit can teach. Only he can give who has. He only\ncan create who is. He on whom the soul descends can teach. Courage,\npiety, love, wisdom can teach. But he who aims as books enable, as\ninterest demands, only babbles; let him hush.\"\n\n"}
{"page": 718, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n-657\n\nWHY IS SUPERINTENDENCE ?\nJESSE H. NEWLON, SUPERINTENDENT OF SCHOOLS, DENVER, COLORADO\nAND PRESIDENT OF THE NATIONAL EDUCATION ASSOCIATION\n\nWhy is superintendence? At first blush, the need is so obvious that to\nspend thirty minutes in discussing the subject may seem like debating an\naxiom. But it is undoubtedly true that some of us would be better superintendents if we did not take our positions and our importance so much\nfor granted. It is well to consider occasionally the reasons for our existence. A clearer conception of the need of leadership in educational affairs\nwill enable us to understand more fully our functions in a democratic\nsociety and what the public expects of us as leaders in our own communities.\n\nViewed from the standpoint of objectives to be attained, many answers\ncan be given to the question, \"Why is superintendence ?\" In thirty minutes\nI can discuss only three of these reasons.\n\nIn any important enterprise such as a school system, direction and directing heads are necessary-First, I ask you to think for a moment of the\ndevelopments of the past fifty years in the organization and procedure of\nschool administration. You will recall that the tendency has been to\nsubstitute small boards for large boards, to substitute boards elected at\nlarge for appointive boards or for boards elected by wards; that boards of\neducation have tended more and more to delegate administration to the\nsuperintendent and his associates and to restrict their own work to the determination of policies. Without question, that board of education renders\nthe best service to its community that makes a clear-cut division between\nthe determination of policies and administration and delegates the latter\n\nfunction to the administrative staff, while restricting itself entirely to\nthe legislative function.\n\nStrange as it may seem, there are still school systems in America that\nhave the dual executive. There are still cities in which the business man-\n\nager is coördinate with the superintendent. This violates a fundamental\nprinciple of administration. Two thousand years ago, ancient Rome demonstrated conclusively that the consulship was a failure. Two heads of\na government are impossible. No one would think that Cincinnati should\nhave two mayors coördinate in authority, or that Ohio should have two\ngovernors. It would be ridiculous to suggest that we should have two\npresidents of the United States. The United States Steel or the General\nElectric or the Pennsylvania Railroad does not have two presidents. I\ndo not recall any great university with a business manager on a par with\nthe president.\n\nEvery business transaction that takes place in a school system has a\n\ndirect bearing on the education of youth. Business and education cannot\nbe separated. Every building that is erected, every purchase that is made\nmust be considered in reference to education. It goes without saying,\n\n"}
{"page": 719, "printed_page": null, "text": "658.\n\nNATIONAL EDUCATION ASSOCIATION\n\ntherefore, that the executive who directs the educational program must of\nnecessity have oversight of the business affairs. Otherwise he is not in\n\ncomplete control of the educational program.\nThe people have seen the necessity of making every activity of a school\nsubordinate to the process of education and that the direction of the pro-\n\nfessional work of teaching is a professional job. And for that reason we\nhave the profession of superintendence.\nIt is obvious that in large systems the chief executive officer cannot personally perform all of the executive functions. It is for this reason that\na large share of these duties is delegated to others who share with him the\nwork of superintendence. This necessity explains the existence of assistant\nsuperintendents, directors, supervisors, and all who exercise the functions\nof superintendence.\n\nThe greatest danger that besets superintendents at the present time is\nthat they will become merely business managers. Two conditions make\nfor such a result. In the first place there are those holding executive\npositions who are lacking in the qualities that make for leadership, who\nare more concerned about the purchase of pencils and paper, about the employment of janitors and clerks, about mere business routine, than they are\nabout the educative process that goes on in the schoolroom. Such individuals would make good bookkeepers. They are not executives. The\nother condition that tends to make merely a business manager of a superintendent is the tremendous size and complexity of the administrative\nproblems which he faces. In a period in which enrolment has grown by\nleaps and bounds and in which the educational program itself has rapidly\nexpanded, the purely administrative and business problems have been so\nnumerous, so complex, so difficult, that it has been very easy indeed for the\nsuperintendent to become immersed in purely administrative details or to\ndevote his energy chiefly to the great task of securing adequate financial\nsupport of the schools, and thereby lose his interest and active participation in the development of the educational program itself. The first business of an administrative staff is to visualize clearly the edcational objectives to be attained by the expenditure of funds.\nThere is general agreement that the business administration of schools\nshould be subordinated to educational administration.\n\nHow often does it\n\nhappen, however, that the superintendent-either because he gets more\npleasure out of management, or by force of circumstances-devotes most\nof his attention to mere management and thus subordinates the educational\n\nto business considerations. Society has created the public school system\nfor the education of youth. Problems of education should therefore be\nthe chief concern of superintendence.\n\nEducational leadership is the chief function of superintendence-It is a\ntruism to assert that human society is dynamic and not static. The most\n\nevident social phenomenon is that of change. Today we live in a period\nof kaleidoscopic change brought about chiefly by the great discoveries of\n\n"}
{"page": 720, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n659\n\nscience and by the marvelous inventions of the last century. This process\nhas been enormously accelerated by the inventions and scientific discoveries\nof the last twenty-five years and by the upheaval of the World War.\nNo curriculum can remain a static thing. A course of study in the social\nsciences that was suitable in 1890 would be suitable only in part for 1925.\nScience courses are constantly out of date by reason of new discoveries.\nMany mathematical operations that were used in the daily life of the people\na generation ago are obsolete today, but many mathematical skills and\nmuch mathematical information not needed then are indispensable to\nthe general public today. The ability to read statistical tables and graphs\nis now essential to good citizenship, to say nothing of its necessity to efficiency in business. As the science of education develops, we constantly\nmodify methods and procedure in the light of the latest research.\nIt is apparent, then, that one who would aspire to educational leadership\nmust be a student of human nature and human relationship and of the social\nand economic changes that go on around him. There are still those among\nus who believe that the best college curriculum was the classical-scientific\ncurriculum of a generation ago, but I submit that a training in the classics,\nin pure mathematics, or in pure science, while valuable in itself, does not fit\nfor leadership in public education. Those who are charged with the responsibility of formulating and administering educational policies should be\nstudents of the social sciences, of all that is included in the fields of history,\nsociology, economics, psychology, political science. We cannot become\nexperts in these fields, we cannot gain distinction as sociologists or historians,\nbut we must draw constantly on the findings of historians, sociologists, biologists, and of all other students of biological and social phenomena. Nor\nwill the information gained a quarter of a century ago in college classes, in\nthe social sciences, suffice for present needs. The educational leader must\nbe a reader and a student. He must keep pace with modern thought in\nmany fields of human activity. The charge has been made that public\nschool executives are not readers. There is too much truth in the accu-\n\nsation. Too many school men cannot carry on an intelligent conversation\noutside their immediate concerns .\nnever can be educational leaders .\n\nSuch men and women are not and\n\nWe have witnessed in the past twenty-five years the development of a\nscience of education. Our presence here denotes the fact that we are in-\n\nterested in the scientific aspects of our work. We are rapidly passing out\n\nof the age when a superintendent will be measured by his personal popularity brought about by his handshaking, backslapping propensities, by his\nability as a raconteur, as an entertaining public speaker or as a wily pol-\n\nitician. The superintendent of the future will be an educational engineer.\nHe will approach his work as a great engineer approaches his problems,\nbringing to bear all of the technical knowledge at his command. Of vastly\nmore importance, he will appreciate and employ the services of those who\n\nare experts in the numerous fields of education. The educational program\n\n"}
{"page": 721, "printed_page": null, "text": "660\n\nNATIONAL EDUCATION ASSOCIATION\n\nformulated under his direction will meet the acid test of public criticism\nbecause it will be founded on the bedrock of sound investigation and research and not because of the personal popularity or the political ability of\nthe school administration.\n\nThere was a time when the chief mark of the captain of industry was his\nability to exercise complete autocratic and dictatorial control over the policies and methods of the organization under his management. That was\nin the period of the \"public be damned.\" We are now in the period of the\n\"public be pleased,\" and one of the outstanding tendencies of modern business has been the development of leaders instead of autocrats. Business\nmanagement is becoming in a large measure the science of human relationship. The most successful manager is the one who obtains the most effective\ncoöperation of every employee, who inspires, who knows the secret of\nmorale. The same tendency has been marked in the field of public school\nadministration. No longer may educational policies be dictated by any\nman or any group of men. Educational policies must be developed as a\nresult of the thinking of all members of an educational staff.\nI like to think of the teaching staff as a company of scholars engaged in\nthe education of youth. The teacher should approach his work in the same\nspirit in which a scientist approaches his work. In the scientific world the\nindividual who can make a discovery, however small, gets the credit due\nhim. It is only infrequently that some higher authority exists that can\nrepress or obstruct him. Teachers are compelled to work in large organizations. This situation presents many difficulties. In the schools too\noften the administration intentionally or otherwise represses initiative and\ndiscourages teachers who could make distinct contributions to the develop-\n\nment of policies. The educational leader will regard every teacher as his\nassociate. He will strive to create conditions that will make possible the\nparticipation of all in the study of educational problems and in the development of methods and procedures. To this end machinery is necessary.\nThere must be committees and councils and organizations of one kind and\nanother. But far more important are spirit and morale.\n\nThe approach to educational problems ought to be impersonal, but educational engineering does not mean that the human touch is to be taken\nout of the administration of schools. It means less of personal favoritism ,\nless of the tendency to view matters from a purely personal standpoint and\nmore of those human qualities that make for sympathy, inspiration, and\nfriendship.\n\nWhat I have said under this head does not mean that the superintendent\nneed be a tool of the teachers, or of any group, or of any interest. It does\n\nnot mean that the staff will be the superintendent. Leadership is more\ndifficult than autocracy, and the leader as well as the autocrat must possess\nand must exercise authority commensurate with his responsibilities. Al-\n\nthough it is somewhat a superficial view, superintendence may be described\nas the science and the art of finding the happy medium between chaos and\n\n"}
{"page": 722, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n661\n\ndictation. It may be regarded as the science of coöperation. If the principles which I have advocated are applied, the result will be neither anarchy\nnor dictation but effective organization and procedure.\nWe have the profession of superintendence because courage in educational\n\nleadership is required-In enumerating some of the salient qualities that\nmust be possessed by the leaders in our profession, I reserved that of courage for special treatment.\n\nAny great enterprise must be conducted according to a system if it is to\nbe conducted efficiently. Of course, there must be a minimum of red tape.\nSystem must never be allowed to get in the way of the ends to be achieved.\nSystem must be a means and not an end. System and machinery must be\npermeated by enthusiasm and the spirit of coöperation. We must choose\nbetween system and anarchy. It sometimes requires courage to cut the\nGordian Knot of red tape, or, on the other hand, to insist on a reasonable\namount of system. And it requires vision to keep clearly in view educational objectives and to subordinate all means to that end.\nIt is regrettable that there are a few members of our profession, superintendents, executives, who have never caught the vision of leadership. It is\nequally regrettable that there are a few members of our profession, some-\n\ntimes organized groups of classroom teachers, who do not recognize that\nthere must be system in any organization that is effective. Sometimes these\nindividuals mistake the school as existing for themselves rather than for the\nchildren. They think on all school problems in terms of their own fancied\nself-interest, losing sight of the fact that they are the servants of the State.\nIt sometimes requires fine courage to stand in the face of movements of\n\nthis kind. The public schools exist for the education of youth for their\nplaces as citizens of a democratic state and not to provide jobs for superintendents and teachers.\n\nOne of the chief responsibilities of a superintendent is that of interpreting the schools and their needs to the public that pays the bills. It\nrequires courage constantly to stand for that which is best for the children\nand for the State even though it may cost money and result in taxation, or\neven though such policies may cross the selfish interests of politicians or\nothers who have personal ends to gain.\n\nAnd we would as well admit first as last that the battle for public education has not been completely won in this country. There are those who\ndo not believe in public education. There are those who believe only in a\nmodicum of public education, who object to the cost of the schools and\nwould greatly restrict the public school program. Again there are those\nwho do not hesitate to use the schools for political purposes. In recent\nmonths we have had the spectacle of the governor of the great commonwealth of Kansas attempting to pay his political debts and to strengthen his\npolitical fences by forcing appointees on the State University. This governor did not hesitate to use all the power of his great office to force the\n\nremoval from the faculty of men of eminence when he thought they were\n\n"}
{"page": 723, "printed_page": null, "text": "662\n\nNATIONAL EDUCATION ASSOCIATION\n\nstanding in his way. But the University of Kansas has a great chancellor.\nErnest H. Lindley stood staunchly against this wanton use of great power.\nHis fight was a long and hard one. The people did not know the true\nstate of affairs. Finally the chancellor was sacrificed. He put principle\nabove position. In this instance the new governor, Governor Paulen, on\ncoming into office, quickly righted this glaring injustice and reinstated the\nchancellor. Chancellor Lindley has given a fine example of the courage\nwhich the cause of public education demands of its leaders today. Not\nalways is the outcome of such a battle so happy. Frequently brave men\nand women go down in the struggle. All honor to them. It is the price\nwe pay for the development of a profession of superintendence. It is the\nprice we pay for the benefits of public education. It is the way of democracies.\n\nIn the last ten years, many a city superintendent has faced bitter and unscrupulous opposition to the public schools. Sometimes vicious political interests seek to control the schools. In one instance a powerful newspaper\nof notorious ethics headed the opposition. A favorite device of the enemies\n\nof public education is to seek to destroy its leaders. America has had no\ntruer patriots than the educational leaders-men and women who have\n\nstood boldly, regardless of personal cost, against such influences.\nSociety also expects of public school exceutives leadership in many humanitarian movements, especially humanitarian movements affecting childhood. A good example of the type of thing which I have in mind is found\nin the proposed Federal Child Labor Amendment. The opposition to this\namendment is well organized. Some of the most powerful influences and\nindividuals of the country are arrayed against it. The sincerity of many of\nthe opponents of this measure cannot and must not be questioned. Others\nare actuated solely by their greed. In any case we have here a test of the\ncourage of our leadership. Are we speaking out in our communities in\nfavor of this amendment? Have we the courage of our convictions no\nmatter how powerful and influential the opposition ? This convention\nshould go on record with a resounding resolution in favor of the amendment.\nIn an unmistakable pronouncement we should join company with such\nmen as Roosevelt, Beveridge, Walsh, Coolidge, and all others who had the\ncourage to advocate the protection of childhood as of more importance than\nthe fancied rights of the States or the pecuniary gains of those who are exploiting childhood in factories and shops.\n\nAgain, the support of the Education Bill sometimes requires courage.\nEvery good cause is some time in some quarters unpopular. I wonder if\nthere is any superintendent within the sound of my voice who has been\nafraid to lift his voice in behalf of a measure which he knows in his heart\n\nto be in the interest of the public schools ? Those whose names are written\nindelibly in the history of education are those who have had courage. The\nUnited States is going to have a Department of Education with a Secretary\nin the President's Cabinet. Every principle contained in the Education\n\n"}
{"page": 724, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n663\n\nBill will be embodied in Federal legislation. The people of the country\nlook on education as the chief function of a democracy. When the Education Bill has been enacted into a law will I be able to look back on the fight\nwith the satisfaction that I stood courageously for the right or will I look\nback with regret on the rôle of a faint heart ?\n\nNow may I speak a word as president of the National Education Association ? Were the time at my disposal I should have chosen as a fourth point\nthat of the relation of school executives, the official leaders in education, to\nour voluntary teachers organizations. The prime reason for the existence\nof these professional organizations is that the profession of teaching has a\nmost important contribution to make in the improvement of American\npublic schools that can be made only through organizations such as local,\nState, and National teachers' associations. The Department of Superintendence already has a fine tradition of service. There is a tremendous\nneed for this organization and for the National Education Association with\nwig is great departments. Likewise there is a most vital work to be done by\nSo he and local associations. Those engaged in administrative and supervisory work have a grave responsibility in this matter of professional organization.\n\nAre you discharging your responsibility in this respect ? Are you active\nin the affairs of these associations ? What is your attitude toward local\nteacher organizations ? Is it constructive or destructive ? Will your successor inherit a bad situation because of your weakness or mere obstruction?\nAre you a constructive worker in the ranks of the National Education Asso-\n\nciation or are you merely a critic ? Have you examined the history of teachers' organizations in this country, and are you conversant with the tremendous contributions which these organizations have made in the development\n\nof our schools, in raising the standards of qualifications for teachers, in convincing the public of the need of paying better salaries, in securing better\nconditions of work, in improving instruction, in enlarging the program of\nthe schools and their service to the State and to the Nation.\n\nIf you will read the history of the National Education Association you\nwill find that every superintendent of the last sixty years whose name is\n\nremembered today as an outstanding leader was closely identified with the\nAssociation and with its departments, and was a leader in strictly professional organizations.\nToday the National Education Association enrolls over 100,000 mem-\n\nbers. The demands upon it for service are far in excess of its ability to\nserve. There are 800,000 teachers in America. The next five years should\nsee at least half of them enrolled in the Association. There are 12,000\nsuperintendents in the United States. Less than 3000 have paid the five\ndollar fee for membership in this Department. This is not as it should be.\nI make a plea for a recognition of our responsibilities in the matter of professional organizations, and I point out to you that in the evolution of the\nprofession of superintendence (spelled \"ence\" ) , one basis of selection has\nbeen that of professional interest manifested by activity in professional\norganizations.\n\n"}
{"page": 725, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n664\n\nWHAT IS SUPERINTENDENCE ?\nCHARLES S. MEEK, SUPERINTENDENT OF SCHOOLS, TOLEDO, OHIO\n\nIt is not the executive head of the schools. It is not the supervisors\nof instruction. It is not the experts engaged in research. It is not the\nprincipals in the various schools. These officials do sound the tocsin\nwhich calls to service all those who can think to some purpose. They\n\nchallenge all to go adventuring, to take the courageous leap in the dark,\nto try for a foothold where no foot has been before. They, however,\nare only a part of superintendence for associated with them in that enterprise should be all those who possess the aggressive spirit and the superior\ntalent. Superintendence should, therefore, be the mobilized and organized ability of the entire corps. As such it may be a compelling force which\nstarts the procession with which the unready and the unwilling must finally catch step. It may act as discriminating group intelligence to formulate and to procure general acceptance of uniform, adequate and defemaper\nstandards of educational value.\n\nmie\n\nPublic schools everywhere afford numerous illustrations of the futinty\nand waste of permitting individual caprice, and not generally approved\nstandards, to determine the objectives of endeavor. One school fixes as the\njustification of its existence nearest possible approximation to one hundred\nper cent attendance of its pupils. Prizes are awarded the rooms which\nhave nearest approached perfect attendance. A very high morale is infused\ninto the pupils. They devise refined punishments for the few of their fellows against whom the absent mark of shame is recorded. Not a very satisfactory standard of achievement, when one analyzes it deliberately. The\nonly institution which invariably maintains one hundred per cent attendance\nis a cemetery.\n\nAnother school prides itself upon the orderly routine by which the pupils\nmove about the building. The visitor is always directed to observe how\nbeautifully the pupils shift. In such a building inquiring visitors see little\nand hear little but the rhythmic tread of tireless children's marching feet.\nAnother school's bid for fame is based upon its system of according to\nthe pupils the maximum of individual freedom. Everyone is importuned\nto do just what he likes in just the way he pleases. Truly remarkable\nprogress is made toward the land of heart's desire. Each day the pupils\nbecome very noticeably more happy, more noisy, and more empty.\nYet another school provides for its teachers a congenial atmosphere in\nwhich to labor. Nothing is permitted which might upset their serenity\nor cause them any unnecessary anxiety. No one would dare propose the\ngrouping of pupils on the basis of intelligence, the use of educational measurements, the diagnosis of individual difficulties of pupils, and the application of appropriate remedial devices. Very effective protective measures have been provided to keep out all such machinations of Satan designed\nto vex the flesh. This school is to be an Utopia in which the lives of teachers are to be untroubled pilgrimages to the grave.\n\n"}
{"page": 726, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n665\n\nThere may be found also the city's one school beautiful. Visitors come\nfrom afar to admire its statuary, its pictures, and its mural decorations.\n\nFormer pupils and wealthy friends of education have their names upon the\nroll of honor as donors of works of art. Such enterprises are inspiring but\nthe enthusiasts who promote them should bear in mind that the scrub\nwoman in an art museum remains a scrub woman unless she is taught to\nreact to her artistic environment.\n\nIn the somewhat flippant treatment of these diverse individual standards\n\nwhich might be extended indefinitely, there has been no intent to ridicule\nany of them. All of them are worthy and all of them are commendable.\nBut they should be kept in their proper perspective as minor and not major\neducational objectives. No one of them should be striven for exclusively\nanywhere, each of them should be a factor in general procedure everywhere.\n\nA colored minister for a time filled his congregation with awe by firing\nbig words at them. They finally became dissatisfied and sent a committee\nto him demanding his resignation. To the committee he indignantly said,\n\"What is the matter ? Don't I argufy and sputify enough to please you ?\"\nHe received this reply, \"Yes you argufy and sputify good and plenty, but\nyou don't tell us wherein.\" It is the business of superintendence to tell\nthem all wherein.\n\nThe management of a manufacturing institution, such as United States\nSteel, knows exactly the service its trade requires and also the commodity\nwhich may most effectively render that service. With the least possible\nexpenditure of time, energy, and money it builds its plant, devises its machinery, collects its raw materials, assembles its human agents, and produces its product. It develops its selling organizations and induces its customers to buy its output and to pay for it not what they like but what it\ncosts plus profit.\nSuperintendence which is capable of telling them all \"wherein\" just as\neffectively performs all of these services in education. Its first duty is to\nknow definitely just what product society requires of the schools. That\nsociety may continue to progress upward, the boy in the school must be\nmade into a better human being than his father was before him. He must\nbe more kindly, more considerate, more wise, sounder in body, more resourceful in utilizing his leisure time, better equipped to make a living,\nmore responsive to his obligations to society, and better prepared to discharge them. As a summary of it all, he must be better trained for service.\nIf superintendence could produce this desired output of the schools with\nas much dispatch and with as little waste as the manufacturer's processes\nstep by step eventuate in his finished product, how changed would be\nthe world in which we live. The schools would master the Nation not\n\nin the old discarded way by which kings conquered their dominions, but,\nin the words of Henry Suzzalo, \"By moulding the procession of youth on\nits way from home to citizenship by the pathway of the schools\".\nBut school superintendence, dealing as it does with the destiny of civili\n\n"}
{"page": 727, "printed_page": null, "text": "666\n\nNATIONAL EDUCATION ASSOCIATION\n\nzation and the welfare of human souls, has a far more momentous task\n\nthan has factory management. To develop human intellect and human\ncharacter is a far more intricate task than to convert iron ore into steel\n\nneedles. There is, however, no reason why we should not profit by such\nanalogy as exists in the two procedures.\nSuperintendence has arrived at a fairly satisfactory consensus of opinion\nas to what should be the product of the schools. All over the Nation plants\nhave been constructed capable of housing adequately the activities which\nmay eventuate in the desired output. Thus far the job of superintendence\nhas been as well performed as may reasonably be demanded.\nBut the management of public schools has not as yet provided the well\nbalanced curricular activities which may most surely and most directly\ncontribute to the realization of its announced aims. Management and\nteachers are more alert than ever before as to the possibilities and obliga.\ntions of their positions. They see more clearly what they should do and\nare more eager to do it, but as yet they have not arrived. In these modern\nschool buildings too many children go on studying the same old routine\nlesson assignments today, to recite them tomorrow with no motive other\nthan that, if recited well tomorrow, the same assignment need not be recited\nday after tomorrow. Much subject-matter is still retained in the curriculum for no reason other than it has been taught, it is easy to teach, and\nthere are teachers equipped to teach only it. Heterogeneous groups of\nchildren all in the same time are expected to consume an equal amount of\ncurriculum material with little consideration of their individual capacity\nto assimilate it and with no sanction but tradition as to its nourishing qualities when assimilated .\n\nSuccessful factory management does not now use in its processes raw\nmaterial merely because in the past it has consumed that particular material. The manufacturer in selecting his raw material has a keen sense\nof value, ample courage, and no sentiment. He also standardizes all of his\nmaterial production. If it be of iron or steel, the capacity of each bit of\nit to withstand stress and strain is tested and labeled. In the finished product each part is given a burden well up to its capacity but never beyond it.\nThe individual capacities and skills of children with equal precision should\nbe tested and tabulated and burdened .\n\nSuperintendence knows all this. It knows the right and approves it,\nsees the wrong and yet does not eliminate it. Should it establish its own\n\nconfessional and confess itself to itself it might arrive at about this summary of its spiritual and professional difficulties and its own somewhat be\nwildered and hesitating attitude toward them. There are teachers in every\n\nsystem whose aims and techniques are so happily adjusted to the status quo\nthat they would very reluctantly endure the discomfort, the anxiety, the\nlabor which reform exacts. The public also is ever ready with its cry of\nfads and frills at every departure from time-tested procedure in the schools.\nThen there are the militant State and National associations of mathematics\n\nteachers, of English teachers, of history teachers, of science teachers, of\nmodern language teachers. In demanding the retention in the curriculum\n\n"}
{"page": 728, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n667\n\nof all that they now have and in insisting upon the introduction of more\nof the same, all of them are simply hell-bent.\nTo combat all these influences of obstruction superintendence has not\n\nas yet gotten its courage up to the required fighting point. It has not\nfound the convenient corner from which to repell the assaults from every-\n\nwhere. It has not as yet been sufficiently impelled to make the good fight\nand to keep the faith.\n\nThe management of industry relies most completely for its success upon\nthe morale and the skill it may develop within its human agents of production. Henry Ford in ten years increased the wages of his employees\nsixty per cent and in the same ten years decreased the price of his product\nforty per cent. He announced that he was able to accomplish this marvelous feat because at the same time his employees were becoming more and\nmore efficient and productive. He conducts the greatest training school\nin service the world has ever known.\n\nEven when he attempts a formal\n\nbit of academic education, such as teaching foreigners to speak English, he\ndoes the job better than any school or college has ever done it.\nIn the old steel plant at Homestead every captain of industry who in\nthis generation has attained wealth and fame in steel production, procured\nhis initial training under Andrew Carnegie, the greatest captain of them\nall. His human organization was of such importance to him that he once\n\nsaid of it, \"If I were called upon to part with my organization, or, surrender all of my wealth, I would give up my wealth and retain my organi-\n\nzation\" . He had a genius for discovering rare ability, of putting it in positions which taxed its capacity to the utmost, and then of quickly and\n\namply rewarding its distinctive achievements.\n\nHe quickly promoted\n\nCharles Schwab from the furnace room to the management of the entire\nplant over the heads of many employees who had served longer and more\nfaithfully than he. It was not the spirit of service but the results of\n\nservice which Mr. Carnegie most highly valued and rewarded. The management of industry owns the business and may of course do as it likes.\nSuperintendence of schools is made up of employees who can act with no\nsuch assurance and freedom. No one individual or small group of individuals is well enough entrenched to disregard priority of service and allot\nthe unusual rewards only to those who render superior service. But\nif superintendence might comprise the mobilized and organized intelli-\n\ngence of the entire force it might operate as impersonal group judgment\nto segregate the corps into the ranks of the professionally quick and into\nthe files of the professionally dead. As persuasive group eloquence, it\nmight render the quick one hundred per cent effective and convince the\nprotesting and belligerent friends of the dead that they are, in truth,\nbereaved.\n\nThe problem of financing schools is merely that of providing effective\nsuperintendence. The successful manufacturer each year improves his\nproduct and makes it more and more capable of rendering his trade satisfactory service. He is perfectly willing to allot any amount of money to\nimprovement provided he charges little to waste and loss. The trade will\n\n"}
{"page": 729, "printed_page": null, "text": "668\n\nNATIONAL EDUCATION ASSOCIATION\n\ningly pays the increased cost of better service. It only demands that it may\nreceive a full dollar's worth of improved service for each additional dollar\nit is expected to pay. The public will pay the increased cost of extended\n\nand better educational service just as willingly as it pays more for what\nbetter satisfies its other wants. Industry is adequately financed because the\ntrade knows it is getting that for which it pays. Some schools are inadequately financed because the public is not convinced that, for each dollar of\nmounting cost it is expected to pay for schools, it is receiving a full dollar's\nworth of extended and improved educational service.\nMy contention is that in perfecting its processes, and in developing,\nutilizing, and rewarding all the capacities and skills of its employees, and in\nfinancing its enterprises superintendence has not functioned so effectively as\nfactory management. If this assumption be true-Why ? To me the\nanswer appears obvious. It may be quickly stated and easily understood .\nIn the one case competition operates as a motive and in the other case it\ndoes not. The manufacturer has done a better job than the educator, not\nbecause he is more industrious, more conscientious, more capable, but be-\n\ncause he has been compelled to do a better job. His rivals in production\nare ever at his heels, alert to profit by his mistakes, eager to take away his\ntrade. In such a contest competition quickly eliminates the unfit.\nBut public education is a monopolistic enterprise. It has no rivals. Love\nof quietude and reluctance to fight vigorously are very potent factors in\nthe lives of all of us. Those human impulses may be indulged in education, and they may not in industry. Management in industry is compelled\nto deliver the goods; superintendence in education may get by without delivering the goods. It would do its job better if everyone associated in it\nhad a next-door neighbor eager for his position and equipped to discharge\nits obligations as well or better than he.\nAs an illustration of difference, management in industry maintains a\nvery effective experimental laboratory which constantly tests and improves\nits processes and its products. Superintendence does too little of its own\ntesting and improving. It leaves that important activity too exclusively\nto the wealth endowed experimental schools and research bureaus. Factory management does that job because it must and superintendence neglects it because it may.\n\nZeal for service must do for education what competition has done for\nindustry. The impelling force of factory management has come from\nwithout itself.\n\nThe driving power of superintendence must be derived\n\nfrom within itself; out of its own puzzled brain it must formulate its\nprogram as Martin Luther developed his Theses. It should then announce\nits ultimatum with all the intentness to abide by the results with which he\nnailed his Theses on the cathedral door at Wittenberg. To steady its faith\nand to sustain its courage it might then repeat the prayer which he there\nuttered, \"Here I stand, I can not do otherwise. God help me! Amen\".\nIt was not competition but the promptings of his own anguished soul that\nmade Martin Luther, right or wrong, one of the world's few great fighting heroes.\n\n"}
{"page": 730, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n669\n\nWHAT PROGRESS HAS SUPERINTENDENCE MADE?\nPAYSON SMITH, STATE COMMISSIONER OF EDUCATION , BOSTON\nMASSACHUSETTS¹\n\nAs a preliminary statement, let it be said in all modesty that the beginnings of school supervision were in Massachusetts. As early as 1642, the\nselectmen of towns were authorized to divide the town among them for\nthe purpose of having educational oversight of a certain number of families .\nThese early superintendents were to see that the children could read; that\n\nthey understood the principles of religion and the capital laws of the\ncountry ; and that they might be put to some useful work .\nThis first plan of supervision, apparently not wholly satisfactory to the\nfriends of education, was superseded in 1647 by the famous law of that\nyear which laid the foundation of the Massachusetts public school system,\nin the requirement that elementary schools should be established in towns\n\nof fifty or more families and grammar schools in towns of one hundred or\nmore families.\n\nThe administration of education under this law confined\n\nitself to such elementary problems as the housing of the school and the\nchoosing of the teachers. These important questions were settled by\npopular vote of the free men of the towns. To the ministers fell the task\nof examining the teachers as to scholarship and character. The teachers of\ngrammar schools, whose morals and scholarship were apparently matters\nof special concern, were to be examined not only by the local minister but\nas well by two ministers of adjoining towns.\nIn this same year, 1647, we find the first record of a special committee\nappointed and made responsible for the control of the schools. In Dorchester, to quote the recorded action of the town, \"three able and sufficient\nmen of the plantation were chosen to be wardens or overseers of the\nschool, who shall have the charge, oversight, and the ordering thereof.\"\nMore than a hundred years later, in 1789, there was enacted the first\nlaw providing specifically for the supervision of schools. The ministers\nand selectmen, or a committee especially chosen for the purpose, were required to visit and to inspect the schools once in six months in order to\ninquire into the discipline and proficiency of the scholars. Even before\nthis date, Boston in 1710 and Salem in 1712 had school committees whose\n\nrecords are still to be read. In these records, the semi-annual inspection\nof the schools by these committees, sometimes consisting of as many as\ntwenty members, is described as a formal and solemn affair, as they went\nin stately procession to the schools at an appointed time.\nIn 1826, a law was enacted which made compulsory upon all towns the\nchoice of a school committee which should be a special body with extended\npowers. A committee so chosen was designated the \"town committee\" or\n1 In the absence of Dr. Smith , this paper was read by Mr. Frank W. Wright, director,\ndivision of elementary and secondary education and normal schools, State Department of\nEducation , Boston, Mass.\n\n"}
{"page": 731, "printed_page": null, "text": "670\n\nNATIONAL EDUCATION ASSOCIATION\n\n\"supervising school committee\" to distinguish it from the district com-\n\nmittees, who a year later were given the care of property and the selection\nof teachers.\n\nThe movement from the lay supervision of schools to professional super-\n\nvision began in 1836. Eighty-nine years ago, a convention of superintendents of schools of this country should have been held in Cambridge,\nMassachusetts, in order that it might be convenient for the attendance of\nthe one superintendent of schools recorded in service in that year. The\nconvention, however, might easily have been a combined convention of\nsuperintendents and school committee men, since the superintendent then\nserving was appointed from the membership of the school committee of\nCambridge at a salary of two hundred fifty dollars.\nTo locate the first serious beginnings of professional supervision, one\nmust reluctantly leave Massachusetts and find these early officers serving\n\nin Buffalo, New York, in 1837, in Louisville, Kentucky, in the same\nyear, and in Providence, Rhode Island, in 1839. The city in which we\n\nare met elected its first superintendent in 1850. Happily for Massachusetts,\nhowever, Horace Mann in his fourth annual report called attention to\nthe fact that in 1840, an event worthy of special notice had occurred,\nnamely, the appropriation by the Town of Springfield of the sum of one\nthousand dollars as a salary for a superintendent of their schools to be\nselected and appointed by the town committee. \"In that town,\" Horace\nMann goes on to say, \"as in a considerable number of others in the State,\nthe schools are so numerous, and their terms so long, that if one person\nwere to visit a school each working day in the year, the number of days\nwould be too few to complete the circuit of visitations as required by law.\"\nHorace Mann in his report of the Springfield experiment pays compliment to the neighboring city of Providence, saying that that city had\n\"within the last two years established a system of public schools upon the\nmost liberal foundation, has incorporated the office of superintendent into\nher general plan; and, under the auspices of a gentleman in every respect\nadmirably qualified for the station, her schools are making very rapid\nimprovement.\"\nWhile it has been the boast of Massachusetts that she has started more\n\nthings in education than any other State, it is sometimes the supplementary\nboast of other States that Massachusetts has started things on'y that other\nStates might finish them.\nBefore completing the record of the initial contributions made by Massa-\n\nchusetts to the cause of professional supervision, it may be proper to refer\nto the laws of 1870 and 1888, which respectively authorized, and then\nrequired, the employment of full-time superintendents for the smaller\ntowns of the commonwealth. Under the provisions of these laws, subsequently adopted by other States, there has been a rapid extension of professional supervision into all ranks and grades of schools .\nThe growth of supervision throughout the country from the days of\nCambridge, Buffalo, and Louisville in 1836 and '37 was very slow up to\n\n"}
{"page": 732, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n671\n\nand including 1870 when, according to Cubberley, there were only twentyseven superintendents of schools in the entire United States. Since that\ntime, the development of supervision as measured in terms of persons em-\n\nployed as superintendents of schools has been rapid. According to the last\ndirectory of the Federal Bureau of Education, there are at the present time\n6568 persons serving as superintendents of schools in the cities, counties,\ndistricts, and supervisory unions of this country.\nThat some practical application may be given to these figures, it might be\n\ngratuitiously observed that, if every superintendent of schools in America\nhad done his duty during the past year, the Treasurer of this Department\nwould have received in annual dues $32,840. Compare that, if you wish,\nwith approximately $10,000 which Mr. Shankland reports as having received last year, and you have the margin of progress which in this field\nof the superintendent's duty is still to be covered.\nIn the period of this rapid development of school supervision, there has\nbeen, of course, the greatest progress in the growth and development of\neducation in America that has ever occurred. Strikingly is this true of the\ndevelopment of city supervision. In 1870, there were only fourteen cities\nin America with as many as 100,000 inhabitants. Today the enrollment\nof the schools in New York City is greater than the population of Maine,\nor Montana, or North Dakota. There are more pupils in the schools of\nChicago than there are persons in Arizona, Delaware, New Mexico, or\nVermont. The City of Chicago alone is expending annually over half as\nmuch for its public schools as the whole country expended for the same\npurpose in 1870. In 1922, New York City expended for the support of its\npublic schools twelve million dollars more than the entire country expended\nin 1870.\n\nWhile we are enjoying such satisfaction as come out of the knowledge\nof rapid growth, we may as well indulge ourselves in making some comparisons of our office with administrative and executive positions in other lines.\nProfessor L. O. Cummings, of Harvard University, brings exactly the\nmessage which affords comfort and pride on that point. Professor Cummings shows, in a survey which he has made of the office of superintendent\nof schools as compared with that of executive officers in private industry\nin Massachusetts, that in nine leading cities of the State outside of Boston,\nwith a total of 2671 mercantile and industrial establishments, there are\nonly 122 of these establishments that employ even approximately as many\npersons as there are teachers emp'oyed in their respective cities.\nIn the remuneration of the superintendent, there has been all the distance\ntraveled between the $250 paid for the part-time service of the first superintendent of schools of Cambridge and the salary check which the men in\n\nthis room received last year. Having made favorable comment on the\npioneering of Springfield in the establishment of the office of superintendent, in 1840, it is only in the interests of honesty and recorded fact\n\nto state that, after the first year during which the salary of $1000 was paid,\nit was regarded as too large and the position was vacant for the next\n\n"}
{"page": 733, "printed_page": null, "text": "672\n\nNATIONAL EDUCATION ASSOCIATION\n\ntwenty-five years. The average salary of superintendents of schools in\n1869 was $2520 for eighteen representative cities of the country. In 1914,\nit had risen to $6736, and in 1923 to $8750.\nSo much for a report of the facts of superintendence on the historic and\nstatistical sides. If you desire more of that sort of information, let me\ndirect you to the Yearbook of the Department of Superintendence for last\nyear, where you will find, among other things, that the typical superintendent of schools of this country is a graduate of a four-year high school,\nof a standard college, and that he has had training beyond the eighth grade\namounting to eight and one half years. You will find that fifty-eight per\ncent of the superintendents enter that field from a high-school principalship\nand that nineteen per cent enter from an elementary school principalship.\nYou will find that the median length of the present term in office is four\nyears; that fifty per cent of the superintendents reporting have one-year\ncontracts; that the median length of contract increases gradually from\nabout two years in cities of less than 5000 to four years in cities of more\nthan 100,000.\n\nThis reference would seem to indicate that one important forward step\nin supervision is that of securing longer terms of office and more permanent\ntenure in office for men in the field of superintendence. The Department\nof Superintendence might well record, for the benefit of the American\npublic, its opinion of the advantages which would accrue from more\npermanent tenure in the office of the superintendent of schools.\nThe early superintendent of schools was an examiner of teachers and\nan inspector of schools. He was in the beginning, is now, and very likely\nwill long continue to be, the responsible guide of his community in matters\nof fundamental educational policy. To these duties have been added executive and administrative functions of great importance. The young man\ntoday entering upon the profession of school superintendence goes into a\nfield rich in the traditions of a useful past, full of the challenge of unsolved\nproblems, and conspicuous in its opportunities for leadership in the public\nservice. I, therefore, desire to direct your attention, not for the benefit\nof those of us who are old in the service, but for the sake of those who are\nto follow, to those elements in the service of the superintendent in which\nprogress in the future must be made.\n\nProgress in superintendence means, first, that there must be, increasingly,\nin the office of the superintendent, men who believe in their work . There\nis no room here, if there is anywhere, for the apologist. Not long since,\nthe press of an American city reported that the superintendent of schools\nhad stated to the city council that, in his judgment, the wave of retrenchment which had spread into his section justified his advising that certain\nsubjects lately come into the schools should, in the interests of economy,\nbe discontinued. The newspaper in question, in its editorial column, stated\nthat the subjects should not only not be eliminated, but that they were\nessential and should be continued. If I were a superintendent, I should\nnot be happy in seeing another hand light the torch committed to my own.\n\n"}
{"page": 734, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n673\n\nAsuperintendent who readily falls prey to the reactionary should speedily\ntake counsel with either his courage, or his judgment, or with both. Since\nthere are over six thousand superintendents of schools in more than six\nthousand political units-States, counties, cities, towns, and supervisory\ndistricts there should be exactly that number of men and women who are\nwilling to stand, in season and out, for the defense of children against\nevery force that would deny them opportunity.\nProgress in superintendence means, second, that there must be in the\noffice of superintendent men with a strong sense of justice. The man who\noccupies this position must be able to receive evidence, to weigh it, and to\npass justly upon it. He must, in numerous instances, be a final court of\nappeal. He must never be open to special influences. A mind single to the\n\none purpose of preserving the rights of childhood is a test of prime importance. The superintendent receives no special favors and he grants\nnone. He knows that wherever a favor is given a favor will be expected.\nHe must be able to see both sides without being on either side. He must\n\nhave the capacity to get the other man's point of view without surrendering\nto it. Unbound by tradition and unmoved by prejudice, he must so administer his office that the public he serves will hold him in no less esteem\nthan the man who sits as a judge in a court of law. Indeed, the extra-legal\nquality of the justice which he dispenses should guarantee a mind free of\nbias.\n\nProgress in superintendence means, third, that there must be in the office\nof superintendent men with courage. They must have that kind of courage\nthat includes intelligence. Courage without intelligence becomes foolhardiness. Nowhere may the victim of foolhardiness do more harm to his cause\nthan when he is found in the position of dealing with public education.\nThe superintendent should meet issues in his own field. He should not too\nquickly run to issues in fields outside his own.\nProgress in superintendence means, fourth, that there must be in the\noffice of superintendent men with a sense of perspective.\n\nThe possession of this quality in any profession or calling gives one that\nsaving sense which helps in the avoidance of extremes and in the keeping to\nthe wise and permanent course. To be able to put the important thing in\nthe important place and to keep the unimportant where it belongs signifies\nnot only thrift of personal resources but also the application of strength\n\nwhere and when it will count for most. In the daily life of the superintendent of schools there are issues constantly arising which demand quick\ndecision and prompt settlement. The superintendent who develops a sense\n\nof proportion will be able to meet these issues with a minimum of expenditure of his own energy and with a maximum of results to the service in\nwhich he is engaged.\nA sense of perspective will enable the superintendent to understand that\n\nthe schools under his direction are not a laboratory for experimentation with\nhis own personal ideas. If he is so fortunate as to have this gift as an\n\n"}
{"page": 735, "printed_page": null, "text": "674\n\nNATIONAL EDUCATION ASSOCIATION\n\nactual possession, it will prevent his becoming the exponent of a particular\ncause in education and therefore a specialist. While there is ample room\nfor the specialist in education, the only specialty that the superintendent of\nschools should have is superintendence. Many a superintendent has rendered less than the best service of which he was capable because he has so\nclosely identified himself with a particular cause in education that he has\nbeen unable to escape the narrowing influence of a label. As a superintendent progresses in superintendence, he will find that his service in special\nfields will be best rendered through specialists under his direction, that his\nown judgment will be most useful in checking and correcting the recommendations and findings of these specialists and not in becoming himself a\nspecialist in a selected field.\n\nProgress in superintendence means, fifth, a growth in the superintendent\nof confidence in his supervisory and teaching staff. One somehow prefers\nto meet that superintendent who speaks of his \"associates\" rather than the\n\none who refers to his \"subordinates.\" The superintendent must early make\nwhatever sacrifice is implied in frequently performing his service through\nthe work of the minds and hands of other persons. He thus comes to\nrespect his teachers because of a knowledge they have which he hardly\nexpects himself to possess. There is no more pitiable spectacle among\nsuperintendents than those men, now happily rare, who feel that they are\nin some way outdone if a teacher possesses more knowledge about something\nthan they themselves have. On the contrary, a good superintendent knows\nthat he cannot expect to have as thorough understanding of primary\nteaching as that held by the best primary teacher under his superintendence.\nHe knows that his teachers of music, of art, of history, of language, and of\nall the other subjects are, or should be, masters in their several fields to a\ndegree that he himself cannot attain.\nRecognizing this, progress in superintendence means that the superin-\n\ntendent will increasingly find ways of releasing the talents of his associates.\nNo greater good can come to school system than that it should fall under\nthe direction of a wise superintendent, who desires that each of his associates\nshall make use of all his resources in the common cause, and who helps\ntoward that release. Unhappy the school system presided over by a superintendent who believes that educational progress can be made only through\nand by himself.\n\nProgress in superintendence means, sixth, that we must have men who\nthemselves have capacity for education. There are many tests for approaching old age. None is surer than the test of the ability to face a new truth\nand to receive a new idea. I think we should at this moment frankly\nanswer this question: \"Who have been our teachers ?\"\n\nSince we are of\n\nthat great army of progressive, forward looking men who make up our profession, we should think not alone of those who guided our first steps in\neducation. In all the years that have passed and in the years that now are,\nwe have been taught, and are being taught, by various experiences and con\n\n"}
{"page": 736, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n675\n\ntacts of life. Our teachers are not confined to the men and women who\n\ninstructed our early years.\n\nProgress in supervision will develop men who will not only organize\nand direct the conduct of the schools, but who will increasingly realize that\nthat conduct and that direction will be wisest when he who directs con-\n\ntinues to be taught by the teachers with whom he daily serves .\nProgress in supervision means, seventh, constantly increased recognition\nof the importance of frankness and sincerity in all human and official relationships. I once heard a man, representing a school committee that had\nrecently employed a superintendent, say that the committee would make\nof the superintendent one test, important beyond all others. That test was\nthat in all the relationships between the superintendent and the committee\nthere should be utter frankness and complete sincerity. The test is a good\none. Itmight well be regarded as the most important to be made. More\nfailures may be due to the lack of sincerity and frankness between committee\nand superintendent than to any other single cause. Crafty dealing, indirect\napproaches, skilful maneuvering, adroit managing under cover and behind\nthe scenes-these tendencies are disappearing in committee and superintendent relationships and, as our profession advances, will decrease and\nfinally vanish.\n\nProgress in superintendence means finally that we must have more men\nwho know how to interpret to the people their own best ideals and who\n\nembody those ideals in the best standards of action. There are a few superintendents who like to use another term for what I prefer to call interpreta-\n\ntion. I may be oversensitive about it. I am probably, on this point, too\ncritical. But I have a feeling of revulsion when I hear some of my respected colleagues talking about \"selling education to the people.\" I am a\ngood deal in sympathy with my friend, Dallas Lore Sharp, who once said\nthat he would as soon think of selling the American flag to the American\npeople as he would of selling education to them. There is no doubt of the\n\ndeep and lasting devotion of the American people to the American public\nschool . They show their faith in it by the laws which they enact in State\nand Nation. They show their faith in it by the millions they appropriate\nfor it. They show their faith in it through the service their sons and\ndaughters render in the classrooms of the republic. They show their faith\nin it by the extent to which they entrust the minds and interests of their\nchildren to the teachers of their schools. The great educational prophets\nand reformers of all time have sensed this fact that there is something ingrained in the nature of man that insists on the growth and development of\nbody, mind, and soul. There is something ingrained in our social consciousness that tells us that human development is not only a right of the individual but a safeguard of the welfare of society. He who would lead the\npeople to progress in education must understand that from him no other\nservice is greater than that he should seek and find the elemental needs of\n\nchildren, the fundamental requirements of the state, and reflect in his teach\n\n"}
{"page": 737, "printed_page": null, "text": "676\n\nNATIONAL EDUCATION ASSOCIATION\n\ning and in his direction the finest and best ideals of the constituency he\nrepresents .\n\nProgress in superintendence is progress in administration. It is progress\nin carrying wisely executive responsibility. It is progress in developing\nleadership. It is progress of the open mind. It is progress in the recognition\nof the expanding needs of society. And finally it is progress, most of all,\nin the development of that personality which the people will recognize and\ngladly welcome in that highest of all professions, the one which has the\nfuture as its client.\n\nEQUALITY OF EDUCATIONAL OPPORTUNITY\nJOHN J. TIGERT, U. S. COMMISSIONER OF EDUCATION\nWASHINGTON, D. C.\n\n\"From the beginning, these States engaged, as a duty of government, to\nsecure to all equal rights of life, liberty and the pursuit of happiness .\"\nEvery nation is dominated by an ideal. The ideal of America has lain in\nan aspiration for that equality for its citizens which finds its basis in equality\nof opportunity. Opportunity is determined very largely by education.\nTwelve million, or slightly more than one half, of the school children of\nthe United States are now attending schools in the open country and small\nvillages. Rural schools in the past have not offered opportunities comparable in any sense to those of urban schools. The teachers in these schools\nhave been poorly paid and poorly prepared. The buildings and equipment\nhave been meager. There has been little or no supervision. Financial support has been inadequate. The length of term has been short, and in practically every significant detail these schools have lagged behind the more\nfortunate schools in the cities. There has been no more significant movement in education in recent years than the rapid overcoming of the handicaps under which our rural schools have labored, and no movement could\ncontribute more toward the realization of our ideal for a square deal in\nequal opportunity for all American children. So rapid and so varied have\nbeen the strides that have been taken for the betterment of our rural schools\n\nthat a very large volume would be filled in giving even a bird's-eye view of\nwhat has been accomplished. Here we are undertaking to sketch a few of\nthe prominent features of this movement.\n\nEqualization by more liberal financial support from the state-In the\nultimate analysis most of the disparity of educational opportunity arises\nfrom difficulties in financial support. Some communities which possess\n\nvaluable minerals or fertile agricultural land bear the burden of supporting\nthe schools with little difficulty. Other communities which do not abound\nin natural resources or advantages find it an economic impossibility to pro-\n\nvide good schools. It is obvious that this inequality cannot be met except\nby taxation and financial support from a unit which is large enough essen-\n\ntially to include within it much of that part of the region which possesses\n\n"}
{"page": 738, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n677\n\nnatural advantages in wealth. The State is the legal unit for educational\nadministration and control, and the natural unit for taxation, to accomplish\nmeasurable equality in school opportunities. This has become clearly\nrecognized in all parts of the United States in recent years.\nThe progress of State support is evidenced by the fact that nearly a\nscore of States within the past few years have materially increased their\nsupport for rural schools. The States have been appropriating larger percentages for the support of education from their funds and have been setting aside a specific amount for equalization. In Texas and Alabama approximately 50 per cent of school expenditures are furnished by the State.\nRecently New York has increased its State funds about $20,000,000, and\nthe State of Pennsylvania has assumed the payment of approximately 50 per\ncent of the salaries of rural teachers.\n\nSome of our Western States make\n\nan appropriation of $25 and even $30 per capita for all children of school\nage. Of these Utah is an example. The State of Arizona augments its\ncounty funds sufficiently to provide about $45 per capita, with the minimum\nof $ 1500 to each one-teacher school, and $3000 to each two-teacher school.\nCalifornia supplements its county funds in such a magnificent manner that\n$60 and $90 per capita respectively are available for each elementary and\nhigh school pupil in the State. Massachusetts meets the problem of unequal\nlocal wealth with increased State funds distributed on a basis of inverse ratio\n\nto local tax valuation. The equalizing fund in the States of Maine and\nMississippi is distributed very largely at the direction of the chief school\nofficer of the State. Indiana, Oklahoma, North Carolina, and West Vir-\n\nginia give aid to the weaker districts by increasing the length of term.\nAltogether 28 States have provided for equalizing funds from State sources\nwithin recent years. During the scholastic year 1923-24, 12 States reported\nto the Bureau of Education marked increases in the State apportionments,\nor the initiation of new programs for enlarging State support.\nEqualization through administrative organization-Equality of educational opportunity is dependent upon adequate administration as well as\nupon adequate finances. Correlative with increased State support in financing schools, we find the rapidly enlarging unit of administration for rural\nschools. A widespread attempt is being made to substitute professional administration for the outworn system of rural supervision by politicians,\ninspectors, and annual visitants.\nThe county unit of administration in some form or another is now in\nvogue in 22 of our States. The latest information that we have in the\n\nBureau of Education tells us that at the present time 12 States are seeking\na larger and more effective organization for the administration of rural\nschools.\n\nEqualization through consolidation-The merging of small districts into\ncentralized units for school purposes has made possible the erection of consolidated schools all over the United States, thus bringing to 2,500,000\nAmerican boys and girls living in the country, educational opportunities\n\n"}
{"page": 739, "printed_page": null, "text": "678\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhich are quite comparable to those which boys and girls living in the\ncities enjoy. In 1916, there were 7,000 of these consolidated schools in the\nNation. In 1924, their number had doubled. In this eight year period\n30,000 old-fashioned one-room schools, which correspond to the pioneer\nstage of development and the ox cart in transportation, were closed or expanded into centralized or consolidated schools. Between 1917 and 1922,\ntwo leading States closed as many as one third of their one- room schools by\nproviding the opportunities of consolidated schools and in five States about\n20 per cent of the one-room schools were closed in this way. Twenty-seven\nStates are now giving financial aid to further consolidation and transportation of pupils. Incomplete but fairly reliable data enable us to say that we\nare now spending annually about $30,000,000 for transporting approximately one and one-quarter million children to 14,000 consolidated schools.\n\nEqualization through better supervision-Supervision, as understood in\nwell organized city systems, was practically unknown in our rural schools\na decade or so ago. During the past eight or ten years the need of professional supervision for rural schools has been realized practically every-\n\nwhere. Thirty-seven States have established fully or partially a distinct\nadministrative machinery by which such supervision can be secured, and\nsix States are now in the process of organizing supervisors for intensive\nwork through their State departments of education. In the past few years\nwe have progressed from the situation in which we had one or two supervisors in each of a dozen isolated counties to the point where we now have\napproximately 1,250 rural supervisory assistants employed in 360 counties\nin 37 States. About 20 per cent of these supervisors have been added to the\nforce during the past two years.\n\nState departments of education, with trained State directors as members\nof their staffs, universities, colleges, and normal schools, through the provision of proper courses of study, and other important agencies are combining to emphasize the need and provide for supervision for rural schools\non a basis comparable to that which is general in city schools. At least six\nStates are now definitely aiming at an objective which will put rural supervision on the same basis as urban supervision. At least four States have\n\nactually made provision for a supervisor for each 30 to 40 teachers on a\nState-wide scale in their rural territories. Seven States have recently\n\ninaugurated intensive in-service training for supervisors and superintendents\nin rural schools .\n\nEqualization through supervision and administration-Twenty-two of\nthe States now provide in-service training for rural school superintendents\nby conferences devoted to the study of professional administration and instructional supervision . State supervisors of rural schools have ceased to be\ninspectors and their work now belongs properly in the class of expert supervision. Assisting county superintendents with demonstrations, teachers\nmeetings, conducting in-service training for teachers, planning county-wide\nschool programs for superintendents and supervisors, and similar things are\n\n"}
{"page": 740, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n679\n\namong the types of work now being done by State supervisors. Thirty-five\nStates now have 75 State rural supervisors, or persons doing a type of work\n\nsimilar to supervision. Alabama has 13 State rural supervisors, the largest\nnumber reported to the Bureau of Education for any State.\n\nEqualization through teacher certification-Formerly, thousands of teachers served in country schools with no education beyond the high school, and\nmany with even less. Comparatively few obtained the advantage of college\npreparation or special professional training which is usually considered\nnecessary for employment in city schools. Of late, notable improvement\nin professional preparation and certification of rural teachers has been\naccomplished by centralizing authority for teacher certification in the State\n\nDepartments of Education and by eliminating the practice of granting\ncertificates or conducting examinations in the counties or localities. Sixteen\nStates have accomplished the elimination of examination or expect to do so\nat an early date. Fifteen States have reported to the Bureau of Education\n\ndefinite progress during the year 1923-24 in raising the standards of certification of teachers. This statement can be comprehended in its fullest significance only when we remember that unless a State program for securing\nbetter teachers includes laws and regulations requiring professional train-\n\ning in addition to high school graduation, offers salaries commensurate with\nthe qualifications demanded, and provides adequate facilities for training the\nrequired number of teachers to make the necessary annual replacements,\nlittle or no progress can be made in the direction of improving teachers for\nrural schools. Heretofore, rural schools have had to be content, in a large\nmeasure, with teachers who were left after the cities had supplied their\nneeds.\n\nIt is gratifying to know that along with the improvement in certification\nrequirements for the professional preparation of rural teachers, there is a\ncorresponding increase in compensation. In 1912, the average salary of the\npublic school teacher, city and rural, was $492. In 1922, it was $1166,\nan increase of 137 per cent in ten years. For the past four years, county\nsuperintendents have reported to the Bureau of Education the salaries of\nrural teachers. These reports show that salaries vary directly in proportion to the size of the school, small salaries in the one-teacher schools, with\na slight increase in the two-teacher schools, a larger increase in the schools\nhaving three or more teachers, and the largest increase in the consolidated\nand village schools. The average salaries in the consolidated schools increased from $964 in 1923 to $1017 in 1924.\nEqualization through adequate teacher preparation-No State has an\nadequate supply of prepared teachers if we consider two years beyond high\nschool graduation as a minimum standard. Forty per cent of the States\nare unable to secure an adequate supply of teachers, if the standard is only\none year beyond high school graduation. Remembering this general shortage of adequately trained teachers, it is encouraging to know that 60 per\ncent of the rural teachers of Michigan have completed one year of pro\n\n"}
{"page": 741, "printed_page": null, "text": "680\n\nNATIONAL EDUCATION AssociatiON\n\nfessional preparation beyond high school graduation; that 68 per cent of\nthe beginning teachers in the one-room rural schools in Connecticut last\n\nyear were normal school graduates, and that 57 per cent of the 305\ngraduates of the Maryland State normal schools entered one and two\nteacher schools last year. These facts, considered in connection with the\nhigh standards of certain States which in the course of two or three years\nwill require a minimum of one or two years of professional preparation for\ntheir teachers, under terms of laws already enacted, afford excellent testimony of the progress that is being made in professional preparation for rural\nteachers.\n\nDepartments of rural education have now been established in nearly two\nscore teacher-training institutions. One hundred twenty-two State teachers\ncolleges and normal schools are now offering 257 courses in rural education.\nCourses in rural education are required for graduation in the State normal\nschools of Connecticut. The increased enrollments in extension courses\nand in summer schools are further indications of more intensive teacher\n\npreparation. Eighty-six per cent of the teachers of Alabama were reported\nas having pursued some kind of professional study during the past year.\nWyoming reported 50 per cent of its teachers in summer schools alone.\nArkansas reported an increase last year of 80 per cent in summer school\nattendance, and Pennsylvania an increase of 133 per cent in the past three\nyears. These are typical reports which indicate what is happening in the\nimprovement of professional preparation for teachers generally.\nAdditional teacher-training institutions are being established each year .\nIn 1923, five such institutions were opened, and in five States money has\nbeen voted for the establishment of State normal schools which have not\n\nyet been opened for students.\n\nEquality of opportunity in secondary education-For a long time secondary schools such as are found in every city were infrequent in rural communities. Centralization and consolidation have made possible high schools\nin the open country comparable in their facilities to those situated even in\n\nthe large cities. Practically all States now have legal provisions through\nwhich all children may attend a high school without direct tuition charge.\nIn many cases tuition is paid from public funds of State, intermediate, or\nlocal districts. Transportation at public expense is a common expedient in\nthe majority of our States. In every State, extensive curriculum revision is\ncarried out to provide education suited to community and occupational\nneeds. So great has been this movement for secondary education in the\nrural communities that at the present time more than 80 per cent of all\nthe high schools in the United States are located in the open country or in\nvillages of less than 2500 population, although the population served is\nless than 50 per cent of the total population.\nThis movement is all the more remarkable when we realize that the per\ncapita expenditures are much greater in these schools because of smaller\n\nattendance than in the city schools. Statistics collected by the Bureau of\n\n"}
{"page": 742, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n681\n\nEducation show that in many instances the per pupil cost in Virginia,\nArizona, and other States in these small schools is sometimes almost 75\n\nper cent greater than in large schools. The high costs in small schools are\ndue very largely to the effort to provide a varied educational program. The\nsuccess which has been achieved through consolidation, transportation, payment of tuition, and the establishment of high schools serving small pupil\ngroups in rural communities is proved by the following data: In New York\nState 1.69 per cent of the pupil population of the rural districts were\nenrolled in high school as compared with the State average for all pupils,\nincluding the cities, of 1.64 per cent. In 1922, Montana enrolled approximately 32 per cent of the farm population of high school age as compared\nwith 32.6 per cent of non-farm population. Oregon enrolled 50.5 per\ncent of the farm population as compared with 46.5 per cent of the non-farm\npopulation. In Maine the corresponding percentages were 49 per cent as\ncompared with 42 per cent; and in New Hampshire 52 per cent as compared with 49 per cent. In the States of Maine, New Hampshire, and\nOregon there are as high and even higher percentages of teachers who are\ncollege graduates employed in rural high schools than in the city schools,\nand in these States all high schools are accredited by the same general\nstandards.\nIt is often noted that tests of achievement have shown that children in\n\nrural schools are inferior to children in corresponding grades in city schools,\nbut recent studies made in the Bureau of Education involving more than\n18,000 high school pupils from all States indicate that this inferiority is not\ndue to inability to do the work of the school. Measured by standard tests\nin intelligence and by achievement through the high school years, farm\npupils show a normal distribution of ability. Compared to the non-farm\n\nchildren studied they make slightly better progress through high school.\nThe children tested in this study, farm and non-farm, came up through the\nsame school systems.\n\nEqualization through buildings-In many rural sections of America\ntoday we can find school buildings as costly and as adequate for educational purposes as we find in the larger cities. This has been brought about\nby statutory provisions requiring approval of all plans for school buildings\nby State officials, by the policy of centralization and consolidation of small\n\nschools, by State appropriations for building purposes and by standardization of school buildings through statutory provision or otherwise. The\nrapidity with which rural school buildings are transformed from the old\ninadequate, unsanitary, and unattractive type into up-to-date buildings comparable in many instances with the best that can be found in the cities, is\nastonishing. One State reports 450 rural schools which were rebuilt during the past year to meet specific requirements set up after inspection by\nmembers of the State department of education. Another State reports 246\nrural schools inspected and improved. Another reports that during the\npast decade in which the present law has been in effect, 1100 new school\n\n"}
{"page": 743, "printed_page": null, "text": "682\n\nNATIONAL EDUCATION ASSOCIATION\n\nhouses have been built and many more remodeled, while still another reports\nthat 1000 will qualify for State standards during 1924-25. Altogether 19\nStates have recently reported to the Bureau marked progress in the improvement of rural school buildings.\nThere are numerous other phases at which we are aiming toward our\ngoal of equalization in educational opportunity. A good deal might be said\nof what is accomplished through general activities, through improvement of\nlaws relating to rural schools, and especially about the equalizing tendency\nresulting from the movement for State courses of study, but this short and\ncursory review must come to an end. We have presented in the merest\n\noutline some of the significant and conspicuous developments which are\nraising to a higher level all the schools of America and hastening the coming of the day when all boys and girls, wherever they may be born, may find\nreadily accessible to them an education through the secondary school, under\nprofessionally prepared teachers, with courses of study scientifically adapted\nto their needs, in buildings which are comfortable, beautiful, and sanitary.\n\nEQUAL RIGHTS TO COMMUNITY BENEFITS IN THЕ\nFIELD OF RURAL EDUCATION IN ALABAMA\nA. F. HARMAN, COUNTY SUPERINTENDENT OF SCHOOLS\nMONTGOMERY, ALABAMA\n\nA certain man from \" Back East\" went down to the Mexican Border.\n\nThere accommodating friends took him in hand, thinking to show him\nthings interesting and unusual to the Easterner's eye. He was taken across\nthe river to a great amphitheatrical affair, where hundreds of people were\ngathered.\n\nInto the arena came a man and an animal, broad of back and\n\nstrong of haunch. Then the crowd arose, shouting \"Bravo ! Bravo ! El\nToro!\" And to the uninitiated Easterner's inquiry, \"What are they saying?\" his friends replied, \"They are saying 'Hurrah for the Bull.' \"\nI shall draw upon the experience of Montgomery County for some concrete illustrations of an effort at equalizing educational opportunity for\nrural children. Having undertaken to do this on more than one other\noccasion, I am now in trepidation lest some one shall shout from this\naudience, \"Bravo ! Bravo ! El Toro.\" Nevertheless, with pictures for my\nmedium, I am more than willing to repeat, but not without marking out\n\nwhat seem to me certain definite limitations, nor without presenting for\nconsideration what seems to me an ever-present danger to rural education.\n\nTo say that every American child, regardless of residence, is entitled to\neducational opportunity equal to that of every other American child seems\n\na platitude. But the wide discrepancy between the educational opportunity\nof the average American city child and the educational opportunity of the\naverage American rural child is also a platitude. Moreover, lack of\nbalance in educational opportunity is not merely a matter of the city versus\n\n"}
{"page": 744, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n683\n\nthe country. As we go from the city to the country, from school district to\nschool district, from county to county, from State to State, we must be\nconvinced that equality of educational opportunity is as yet little more than\na pretty phrase. Everywhere there is evidence of the far cry from grim\nreality to fine ideals.\n\nI do not wish to be understood as holding an altogether pessimistic view\nof the outlook for rural education. Undoubtedly, advancement has been\nmade, can be made, and will be made in spite of all our present limitations,\nbut as things now stand, the conclusion seems to me inevitable that, from\nthe rural viewpoint, equality of educational opportunity is not to be\ndreamed of except in counties that are favored by fortune and the law.\nThat education is a business and that, like any other business, education\ncannot be successfully conducted without money for capital outlay and for\noperation, are theses not to be discussed before such an audience as this.\nIt is to be noted, if not discussed, that the inequalities of educational opportunity throughout America are due chiefly to widely varying amounts of\nmoney available for the education of youth. Evidence of this wide variation is easily obtainable, as, for instance, in \"Bulletin, 1924, Number 36,\nof the Federal Bureau of Education, A Manual of Educational Legislation.\" For the purposes of this discussion it must be noted that this wide\nvariation in the average per child valuation of taxable property exists not\nonly between cities and rural districts but also between districts in the same\ncounty, and also between counties in the same State, and also between\nStates of the nation. So great is this variation that taxation to the point\nof confiscation will not bring the per capita funds of some rural districts\nto a level with the per capita funds of some city districts nor the per capita\nfunds of some rural districts to a level with the per capita funds of other\nrural districts, nor the per capita funds of some counties to a level with the\nper capita funds of other counties, nor the per capita funds of some States\nto a level with the per capita funds of other States. Whether or not educa-\n\ntion is, or is to become, a national responsibility, it is a fair proposal that\nthe boundary lines of no civil unit, large or small, should stand as barriers\nto the educational opportunities of any child. No scheme of State-wide\napplication for the distribution of school funds among counties or districts has yet been devised whereby equality of educational opportunity has\nbeen obtained. More is the pity that many, if not most, of these schemes\n\nhave proved leveling-down processes when pressing need and fair principle\ncall for leveling up.\n\nI have come through this tedious preliminary in order to make it clear\nthat if Montgomery County has made a contribution to the problem of\nequalizing educational opportunity, it is due at least in part to the fact that\nwe have been favored by fortune and the law, and also to make it p'ain\nthat we know at least something of the distance yet to be traveled before\nour rural children may boast of educational opportunities equal to those\nenjoyed by other children.\n\n"}
{"page": 745, "printed_page": null, "text": "684\n\nNATIONAL EDUCATION ASSOCIATION\n\nTo elaborate, I cannot conceive of equality of opportunity for rural children unless the schools are consolidated. And I cannot see how economical\n\nand prompt and safe deliveries of children at consolidated schools can be\neffected unless there is a system of good roads adequate to this need. And\nI cannot see how children are to be provided with the transportation and\n\ninstructional equipment, the buildings, the teaching force, unless school\nfunds are available. Now it happens that in Montgomery County an adequate system of good roads antedated our system of consolidated schools .\nWe have in Montgomery County a city in which lies the preponderance of\ntaxable property of the entire county, and under the laws of Alabama the\nCounty Board of Revenue and the County Board of Education, respectively, have levied upon the wealth of the entire county, the wealth of the\ncity included, for buildings and for funds for operating the rural schools\nof the county. It also happens that the laws of the state empower the\nCounty Board of Education to create school districts, to consolidate schools,\nand otherwise to organize and conduct a system of schools similar in every\nrespect to a system of city schools .\nSo, I am willing to draw upon the experience of Montgomery County\nfor some concrete illustrations of efforts at equalizing educational opportunity for its rural schools only under the definite limitation that fortune\nand the law have made possible whatever progress we have enjoyed.\nRural schools are always in imminent danger of accepting the shell for\nthe substance. Particularly in rural schools there is always danger of mistaking buildings and equipment for an educational program. The mere\nobtaining of funds for buildings and equipment sometimes satisfies the demand for educational opportunity. Architectural monstrosities in the way\nof schoolhouses to be found in practically every section of the country are\nmute but convincing evidence of this fact. In rural education we must\nlearn that obtained revenues should be followed by good and attractive\nand permanent construction work. This may be a homely truth, but it is\nnone the less the truth. In rural education we are also in danger of practicing extravagance in the purchase of equipment, not so much as to quantity as to kind. If we are honest with ourselves we can find many instances\nof unintelligent buying. In rural education we must learn lessons in our\nresponsibility for the care and upkeep of school plants. Unkept and untidy\nyards, dilapidated and defaced toilets, broken window lights, floors stratified with alternate layers of mud and oil, leaking roofs, and basements\nrunning over with discarded furniture everywhere challenge us who would\nprovide rural youth with educational opportunity equal to the best.\nBut buildings and equipment, however fine they may be and however\nwell they may be kept, are mainly a means to an end. Altogether they do\nnot make a school.\n\nIt seems to me a danger to rural education that we have so far paid so\nlittle attention to curriculum making. Perhaps we have been so busily\nengaged with the thought of the mere material side of the school that we\nhave been mere imitators as to the content of the curriculum and the pro\n\n"}
{"page": 746, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n685\n\ncedures whereby we shall make it function in this question of educational\nopportunity. At least it seems to me that rural education must now begin\nto think of a curriculum with emphasis on rural life, rural in all its ramifications, and yet a curriculum that shall make the world every rural child's\nto conquer.\n\nBy reason of its instructional implications, I am impelled to include\nunder this head what I conceive to be an error in rural education-namely,\n\nthe placing of consolidated schools in towns and villages, instead of in the\n\nopen country. Even at disadvantages of travel and expense, consolidated\nschools should be located in the open country if we mean to place emphasis\non rural life or if we hope to hold the coming generations to the land.\nMore important than buildings and equipment, more important than care\nand upkeep of property, more important than curricula, is the teacher. It\nis an impending and tremendous danger to rural education that we shall\noverlook the teacher as vital to any scheme for equalizing opportunity.\nThis is particularly true, unless there is intelligent and courageous guidance and authority in the selection and placement of teachers. Nepotism,\npolitics, religion, social rivalries, and ignorance play havoc with many an\neffort at equalizing educational opportunity. Nor is it merely a question\nof standards for teachers that makes the rural situation difficult.\n\nThe\n\ncountry is yet the training ground for many hundreds of teachers who ultimately are to render their best service in urban schools. Many of you\nhave on your desks piles of letters from ambitious young women who are\nzealous to teach-\"in or near some city or town.\" Until salaries are adequate, until living conditions are tolerable, until the social and recreational\nadvantages of the city are readily accessible, until the restrictions upon the\nlife and conduct of the teacher are reasonable equality of educational\nopportunity for the rural child is not to be dreamed of.\nFinally, it is a danger to rural education that we shall overlook the\nimportance, if not the absolute necessity, of well-trained, professional\nsupervision . It is a danger that we shall accept a mere division of labor for\na highly technical and essential thing if rural schools are to do the things\nany good school ought to do. Drawing upon the experience of my own\ncounty for illustration, I do not hesitate to express the opinion that supervision makes the most important single contribution of the county in its\nefforts at equalizing educational opportunity. Our average annual turnover of teachers is one third of the force. It is impossible to estimate the\nloss to the country on account of this annual turnover, but it is certain the\nchief, if not the only, offset we have is highly trained, successful supervision .\nUnder supervision the instruction of holdovers is. refined and projected ;\nthat of novices and newcomers is corrected early in the game and directed\ntowards safe and fundamental goals. It is also certain that supervision\nholds for the county many of the best teachers we employ, teachers who\nremain deliberately for the benefit of the supervision they are able to obtain.\nNow you may shout \"Bravo ! Bravo ! El Toro !\" if you will. But because I realize the limitations that beset the educational enterprise with\n\n"}
{"page": 747, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n686\n\nwhich I have been connected for the past five years and because I sincerely\nbelieve that we have avoided some of the dangers to rural education, I am\n\nundertaking, as far as possible, to draw upon Montgomery County's experience for some concrete illustrations of an effort to provide rural children with educational opportunities equal to those enjoyed by any other\nchildren.\n\nIN THE NORTH, EQUALITY OF EDUCATIONAL\nOPPORTUNITY\nERNEST W. BUTTERFIELD, STATE COMMISSIONER OF EDUCATION\nCONCORD, NEW HAMPSHIRE\n\nOur Puritan forefathers and their contemporaries who came first to\nthese shores had diligently learned one lesson. They knew from sad experience that in a monarchy a state church creates a divided allegiance and\n\nmenaces national integrity. They hoped for a church subordinate to the\nstate but they had not considered the possibility of a separation of the two.\nMany of the colonists thought that the failure to secure harmony in England was not because there might not be a state church but because their\nexperience had been with the wrong churches. They had tried the Roman\n\nchurch, they had tried the English church, and their experiences were\nwritten in their histories, but they believed it possible that some other\nchurch organization, Puritan, Baptist, or Quaker, might with safety constitute a state church.\n\nWith this belief well established, we find suffrage restricted to church\nmembership, election sermons, legislative sessions opened by the clergy and\ndonations of land for the Church Glebe, for the minister, and for the\n\nfirst incorporated church society. Even as late as 1770, Wentworth, the\n\nRoyal Governor of New Hampshire, in the charter of each township reserved one lot in each sixty-four for the public school and three lots for the\nsupport of religion .\nOur early laws reflect the belief that there must be a state church, provided that it is not the discredited Roman or English church. The first\nNew England law which established public schools, that of 1647, had for\namainpurpose the continuity of a succession of pious and learned clergymen.\nHear the sonorous introduction, \"Since it is one chief project of the\nold deluder, Satan, to keep men from the knowledge of the Scripture.\" So\nschools must be maintained in order that \"learning may not be buried in\n\nthe grave of our fathers, in the church and commonwealth.\" At this time\nit was still fondly hoped that church and state might be coterminous and\neach sovereign in its own field.\nA century and a half brought great social and economic changes. In\n\n1647, there were true colonies in America. In 1776, though colonies in\nname, these were in spirit separate republics and they had learned the\n\n"}
{"page": 748, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n687\n\nlesson that in a republic there can be no national church and no state\nreligion. Our constitution expresses this changed conception and makes\nclear that for all time with us there shall be separation of church and\nstate. \"Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof,\" and \"No religious test shall\never be required as a qualification to any office of public trust under the\nUnited States.\" Other nations have learned this lesson more slowly.\nFrance in our own time, Italy a generation before, and Russia perhaps in\nthese immediate years. In a monarchy a state church produces a situation\nfraught with danger. In a republic a state church is impossible.\nWe may well rejoice that in America we have no predominant church\nbut faith and devotion expressed in many forms and controlled by different\norganizations. Politically the only institution worse than a Roman Catholic\nstate church or a Church of England state church would be an Episcopal\nor Methodist or a Presbyterian state church and they worse because they\nwould be churches with a national rather than a remote hierarchy. History from the days of Amenophis and Samuel has shown us no example\nof a national hierarchy of religion which has not sought with varying\nsuccess for political control as well. As patriots we may well rejoice in\nour many denominations. The Nation is safer so.\nOur fathers, then, in successive steps declared their acceptance of the\nproposition of separation of church and state. They did not at first understand that they must accept, also, the corollary that the state must\neducate its children. In England, and in colonial days, the duty of education so far as it rested upon any one rested upon the church and was reserved by it for the chosen few. For all other citizens, religion itself was\neducation and all the education which was held to be necessary.\n\nLet me restate this thought.\n\nOur forefathers in common with other\n\nchurchly people believed that there should be full education for ecclesiastical\n\nand clerical service but for the great majority no education was needed nor\ndesirable beyond that furnished by the church. Therefore, church attendance was required, catechisms were taught, sermons were preached, and\nassent demanded not to codes of personal behavior but to creeds which asserted intellectual beliefs. We may say that for these people religion was\neducation.\n\nOur position has become a different one, for we have made of education\na National religion. We require school attendance of all children. We\nset the hours, we fix the courses, we add to the fundamental subjects of\n\nthe earlier schools-reading, writing, and arithmetic-the essential subjects-history, art, citizenship, and morality. We permit neither parental\nneed nor greed, neither financial disability nor commercial avarice, to interfere. Education has become an inalienable right of American childhood\nand is our National religion.\n\nWill you follow me when for one section of the country I trace the\ndevelopment of this religion as shown by legal enactments ? In order that\n\n"}
{"page": 749, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n688\n\nthis presentation be not too different, it is necessary that the successive\n\nchanges in this fundamental conception be shown for a single typical state.\nI shall, therefore, in my dates and illustrations confine myself to the State\nwith which I am most familiar. The other older States of the North have\n\nhad like experiences and have reached similar conclusions.\n\nThe first New Englanders had very clear ideas about individual rights\nof judgment and action, but their ideas of public education were not worked\nout to logical conclusions. Two statements, however, made by Luther a\ncentury before, expressed their firm belief. \"Government as the natural\nguardian of the young has the right to compel the people,\" and the education of the young is a \"grand and serious thing affecting the kingdom of\nGod and all the world.\"\n\nIn other words, our first New Englanders were ready to assert that the\nstate has an inalienable right to guard and direct the care of its children\nand that education is of supreme importance.\n\nThe first New England law on education was enacted for Massachusetts\nand New Hampshire towns in 1642 in these words :\n\"Forasmuch as the good education of children is of singular behoof and\nbenefit to any commonwealth, and whereas many parents and masters are\ntoo indulgent, and negligent of their duty in that kind,\n\"It is ordered, that the selectmen of every town in the several precincts\nand quarters where they dwell, shall have a vigilant eye over their neighbors, to see, first, that none of them shall suffer so much barbarism in any\nof their families, as not to endeavor to teach, by themselves or others, their\nchildren and apprentices so much learning as may enable them to read perfectly the English tongue, and to get knowledge of the capital laws, upon\npenalty of twenty shillings for each neglect therein.\n\"Also, that all masters of families do, once a week at least, catechise\ntheir children and servants in the grounds and principles of religion.\"\nIt will be seen that this law did not create public schools but required\nparents and masters to teach the children dependent upon them reading,\ncitizenship, and religion. The great Act of 1647 went a step farther. It\nrequired elementary schools to be maintained in all towns of fifty families\nand secondary schools in all towns of one hundred.\n\n\"It is therefore ordered that every township in this jurisdiction, after\nthe Lord hath increased them to the number of 50 house-holders, shall\nthen forthwith appoint one within their town to teach all such children as\n\nshall resort to him to write and read, whose wages shall be paid either by\nthe parents, or masters of such children or by the inhabitants in general, by\nway of supply, as the major of those that order the prudentials of the town\nshall appoint .\"\n\nThus were public schools established in New England as a town obligation.\n\nIt is to be noted that these were not free schools since the cost was\n\nto be upon the patron, except in the rare instances when a town by a ma-\n\njority vote would accept the charge. Still the principle was clearly ex\n\n"}
{"page": 750, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n689\n\npressed, and for the first time, that private property might be taxed for\nthe benefit of public schools.\nThis law made provision for opportunities of education for those who\nshould seek it. It placed no obligation upon children or upon ignorant ,\n\nselfish, or vicious parents. It was the beginning of our state school systems,\nbut there is little evidence that for one hundred fifty years it was generally\nenforced.\n\nIn the century and a half which followed this law of 1647, education was\nseldom mentioned in the debates before the General Court of New Hampshire and the changes made in the school code were few and unim-\n\nportant. In fact, for fifty years, from 1721 to 1771, the legislature maintained a profound and unbroken silence upon this \"grand and serious thing,\"\neducation.\n\nThe schools of this century and a half were not free schools, they were\nunsupervised, they were taught by itinerant or nonprofessional teachers, the\nterms were short, the enforcement of the law was of limited local application, no provision was made for the education of girls, no school records\nwere kept, and no school reports made. As a result during these years,\nignorance and illiteracy were very common, except that the ideal persisted\nthat qualified and patriotic parents should teach their own children. This\nalone prevented learning from being \"buried in the grave of our fathers.\"\nThe gain that was made was in the acceptance of the belief that the state\nmust educate its children. In 1647 many were willing to say that the\ncommonwealth needed public schools. In 1776 many were willing to act\nso that in the state there should be common schools rather than common\n\nignorance.\nThe stirring events of the Revolutionary War and the discussion of the\n\nform and principles of the new government not only set people to thinking\nbut placed a premium upon literacy and education. When the war was\nover and the new government securely established, our states were ready\nfor educational progress.\nWe have particular reason in New Hampshire to be proud of our State\nconstitution. It antedated the Federal constitution, and, drawn up in 1783,\nit was the first adopted among the states. As a literary masterpiece, it is not\nof uniform excellence, but it expresses with admirable precision the great\nprinciples of democracy.\n\n\"Knowledge and learning generally diffused through a community being\nessential to the preservation of a free government and spreading the opportunities and advantages of education through the various parts of the\ncountry being highly conducive to promote this end, it shall be the duty\nof the legislators and magistrates, in all future periods of this government,\nto cherish the interest of literature and the sciences, and all seminaries and\n\npublic schools; to encourage private and public institutions, rewards, and\nimmunities for the promotion of agriculture, arts, sciences, commerce,\ntrades, manufactures, and natural history of the country; to countenance\n\n"}
{"page": 751, "printed_page": null, "text": "690\n\nNATIONAL EDUCATION ASSOCIATION\n\nand inculcate the principles of humanity and general benevolence, public\nand private charity, industry and economy, honesty and punctuality, sincerity, sobriety, and all social affections and generous sentiments, among the\npeople; provided, nevertheless, that no money raised by taxation shall ever\nbe granted or applied for the use of the schools or institutions of any religious sect or denomination.\"\nVigorous attempts were made through legislation to make effective this\ngeneral principle and in 1789 the former laws were repealed and a new\nlaw enacted. These had failed in a large measure through local inefficiency\nin enforcement and because school appropriations were dependent upon the\nfrequently changed opinions of towns and selectmen. This new act provided for a uniform minimum tax for schools, for an examination of teach-\n\ners by some competent scholastic or clerical authority and it required in\nall town schools where should be taught reading, writing, and arithmetic.\nDuring these years, it was first discovered that, if education is a state\nreligion, it may not be denied to girls. In the colonial period, they had\nlittle formal schooling and this in inferior classes. The term children in\nthe early laws was interpreted to mean boys since girls were not thought\ncapable of education.\n\nBeginning with 1789, girls were admitted to school attendance rather\nfreely in the rural towns, with much deliberation in the cities, and to the\nprivate secondary schools with a reluctance which has not yet been entirely\novercome. This medieval conception is responsible for the persistence of\nthose atavistic New England institutions, the scholastic monasteries and\nnunneries which give college education to a single sex in primitive seclusion.\nFrom 1789 , it was required that there be a tax for the support of public\nschools, that is, schools where the house was built and repaired and the\nwages of the master paid, by a rate on taxable property. Only to this extent\nwas Jones obliged to educate Smith's children. All other charges, books and\napparatus, board for the teacher, fuel for the school, were parental and not\npublic obligations. All parents, and they alone, must in proportion to the\nnumber of their children board the teacher or hire this board. So, too,\nfuel was a parental obligation. \"Voted that three-eighths of a cord of\nhard wood be laid on the head of each scholar in the district under eighteen\nand over five years of age, to be good sound wood and to be delivered at the\nschoolhouse, cut and corded, before the opening of the school.\" In 1812,\nthe master's board was made a public and not a parental obligation ; so with\nfuel in 1815, with books and supplies in 1889, and with State-wide secondary school tuition in 1901 .\n\nA study of the educational history of any State shows the process by which\neach school advance has been accepted. At first the plan has been an ideal\n\nin the mind of one or of a small group. Then it has been persistently advocated by those committed to it. Each year new friends have been found\n\nuntil finally the legislature, after some sessions of increasing interest, has\nadopted the plan.\n\nAlmost invariably a reaction has followed with attempts\n\n"}
{"page": 752, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n691\n\nnot infrequently successful to repeal and return to the former situation.\nAfter a few years, if the plan has continued in operation, it has won support and has commenced to show results. By this time all have become\nhabituated to it and few think that the law has not always been in operation or that a different situation ever existed.\n\nThis is the reason why school progress is never continuous but appears\nto be by a series of plateaus and these plateaus separated by about thirty\nyears. Each generation takes one step forward and then halts to recover\nits equilibrium. One thought for each new generation seems to be about\nthe limit of human capacity.\nAs an illustration, let us take the development of the principle of required school attendance as recorded in New Hampshire statutes. In 1642,\nit was the duty of parents to teach their children, and the State could but\nurge this duty. In 1647, the town must take the initiative and must appoint a schoolmaster and might tax the people, if a majority agreed, for the\nsupport of the master.\n\nIn 1667, the towns were required to erect a school-\n\nhouse but all laws dealt only with those who might choose to resort to the\nschool.\n\nThe law of 1789 required a uniform minimum tax for schools to be\n\nraised in all districts. The law of 1827 required school superintendents,\n\"To use their influence and best endeavors to secure a full and strict attend-\n\nance upon schools of the youth of the several districts.\" In 1848, it was enacted that no young child should be employed in a factory, unless he had\nbeen given a minimum amount of schooling. This early step was not one\nof personal compulsion but was a requirement contingent upon factory employment.\nIn 1871 was enacted the first real attempt at a school attendance law.\n\nIt directed that children between the ages of eight and fourteen years should\nhave at least twelve weeks of schooling in every year unless excused by reason of some mental or physical disability.\nThis law exempted from its application many pupils and it was required\nthat but six of the twelve weeks be of continuous attendance. Until 1870,\nit had been held with decreasing conviction that a parent had sole educational control over his child and might doom him to ignorance and illiteracy,\nif he desired. So long it took for our people completely to accept the words,\n\"Government as a natural guardian of the young has the right to compel the\npeople,\" and declare in statute form that not even a parent may deprive a\nchild of the inalienable rights of childhood, since the welfare of the State\nrests upon the guardianship of its children.\nIt was thirty years later before the State declared that children must be\n\nin school all of the days of the school year when schools are open, and it was\ntwo more decades before we were ready to tax all of the property in the\nState so that all of the children of the State might attend schools which\nreached approved standards. I wish to repeat the successive steps by which\nchildren in New Hampshire were enfranchised.\n\n"}
{"page": 753, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n692\n\n1642. Education is a matter of State interest.\n\n1647. Public schools must be maintained.\n\n1789. Towns must support schools by a uniform minimum tax.\n\n1827. Pupils may not be denied admittance and should be encouraged to\nattend.\n\n1848. Limited school privileges may not be denied to pupils by parents .\n1871. School attendance is a State obligation and parents and pupils for\nthe good of the child and the State must obey the law which requires attendance during at least a part of the school year.\n1901. Children must attend school all the time that the schools are in\nsession.\n\n1919. Through State aid, all schools which children attend must reach\napproved standards.\n\nThis tabulation shows that for three hundred years, in New Hampshire,\nwe have been working on the problem of equal rights in education and the\nlast decade has seen a partial solution of the problem. This has come about\nthrough a frank acceptance of the dictum that whenever the welfare of the\nchild is concerned, the State, and not the city or township, must be the unit\nof taxation and administration .\n\nIn the fullness of time we passed from the belief that the State must take\n\na paternal interest in education but must not direct it to the position that all\ncommunities must maintain schools and all children must attend them.\n\nIt\n\nremained only to declare that the schools for all children be of equal merit\nand the school costs be equitably distributed.\n\nFor the legislative assent to a new educational plateau, the present speaker\nand his associates may properly claim only a measure of credit.\nfrom our fathers and bequeath to our children.\n\nWe inherit\n\nThe laws enacted in 1919\n\nresulted from the activities of those who made legislation possible by the accomplishments of 1900. Similarly, the work which we do today, if worth\nwhile, will be credited to our ancestors. Epoch making or progressive laws\nare always the epitaphs of those who have seen the vision and made ready the\nhighway.\nSince 1918, we have asked neither for additional laws nor for enlarged appropriations. We firmly feel that the next advances in education are to be\nmade not by more laws but by more efficient administration; not by more\nmoney but by more economical expenditure of money now available.\nThe change from a district system to a town system and from a town system to a state system seems inexplicable in a section of the country which has\nalways cherished local rights. I wish to point out the historical changes\nwhich have made this modification necessary.\n\nIn New Hampshire, as in many States, the last century has seen a complete social, economic and industrial revolution. In 1825, the State was\npredominantly agricultural. It was divided into many semi-independent\n⚫ townships, approximately equal in population, in children to be educated,\nin taxable wealth and in dominant men.\n\nAll citizens were farmers or\n\n"}
{"page": 754, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n693\n\nthose who rendered comfort and assistance to farmers, as cobblers, ministers,\nand storekeepers. Neither wealth nor town leadership was mobile.\nThe educational ideal in these early towns was not strongly developed\nbut the educational procedure was exceedingly easy. Each town, and often\neach district in a town, possessed sufficient children for satisfactory schools\nwithout transportation or boarding difficulties, sufficient leadership to demand schools and to secure results and sufficient wealth so that equality of\nschool privilege was possible. This was the educational status in our northeastern States in the static years about 1825.\nHow different is the condition in many parts of these States now that a\ncentury has passed. In our back towns we pass for miles along little\ntraveled roads where crumbling walls and half obliterated cellar holes show\nhow fair were human hopes and endeavors in 1825.\n\nCultivated fields have\n\nturned to pastures, pastures have become woodland, and for these sections\neach census return for a century shows fewer inhabitants. These desolate\nplaces are everywhere separated by fertile and prosperous valleys, by manufacturing and industrial cities, and by long streets lined with comfortable and\nluxurious homes. It is hardly necessary at this time for us to consider the\ncause of this depopulation, of this hegira from country to city, from widespread freedom to crowded comfort.\n\nCivilization in 1825 was in most respects medieval. Transportation and\nindustry of all kinds were little different from that which prevailed in the\n\ndays of John, the landless king. In particular, all farm work was done by\nhand or by implements not materially changed from those of the Middle\nAges and, moreover, production was for use and not for exchange.\nThen came as a spring efflorescence farm machinery of all kinds, factories,\nrailroads, and an enlarged vision which made these years a true renaissance.\nWe call this the period of industrial revolution. It resulted in a state\nricher and more populous than ever before, a state no longer agricultural\nbut predominantly industrial; a state of cities and manufacturing villages\nand also of great open spaces; a state which has gathered pioneers and outcasts from all the ends of the earth ; a state so foreign that it has a greater\nproportion of its children in private denominational schools than any other\nin the Union; a state so American that it binds all together in ceaseless\nindustry, in patriotism and in the support of education as an essential in a\nrepublic.\n\nThese changes account for our condition in 1919.\n\nThe ma-\n\njority of our children were living in cities and towns, rich, progressive and\nprosperous. They had a full school year, in modern buildings, sanitary and\nwell equipped. They had trained teachers and effective superintendents. In\nthe other townships, and these territorially were the larger half of the State,\nwere few children.\n\nThese children lived in scattered homes and attended\n\nfor brief periods miserable schools. Occasionally there was a competent and\ndevoted teacher ; more often a teacher of the Sarah Gamp type or a young\ngirl whose only preparation for her profession was the direct course from\n\nthe rear seat of the schoolroom to the teacher's desk. The oldest pupil in\nthe winter term became the teacher in the summer term.\n\n"}
{"page": 755, "printed_page": null, "text": "694\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn the maze of inequality and injustice two points were clearly seen.\nThe children whether in rich or poor towns were equally the wards of the\nstate and in their welfare the state was equally concerned. The serf was\nno longer bound to the soil. He moved readily from his ancestral acres and\n\ntransportation had become so easy and migration so common that ignorance\ncould no longer be localized. No city could insure its future, if it educated\nits children alone, for no Chinese Wall could shut out those reared in ignorance in impoverished nearby towns.\nNeither could taxable property be localized as formerly. In 1825, a rich\nfarming town might have four stores and a dozen artisans with their mills\nand small shops. These served the town and with their equipment and\nstock in trade were taxed for the schools of the town.\n\nIn 1925, this town\n\nhas as many farms and nearly as great a population as a century before but\nnot within its border a mill, a store, or an artisan's shop. These all have\nmoved into nearby or more remote villages or cities. Improved roads, mail\norder catalogues, and the common use of the telephone and the automobile\nhave made possible a distant service when formerly service must be secured\nnear at hand.\n\nFrom the industrial towns and cities at least a score of arti-\n\nsans and merchants continue to serve this agricultural town. In labor they\nbelong to the town but they reside elsewhere and are taxed for the benefit\nof the already well-to-do city.\nAgain in 1825 men of means lived permanently on their farm homes and\nsurplus wealth was localized in these towns and used for town development.\nAccordingly it was taxed for the town schools. In 1925 as fast as men acquire rural property they seek urban homes, and all surplus wealth, taken\nfrom the town, is in city banks or city securities and is used to develop these\nindustrial centers. It is town money but it is taxed for the benefit of city\nschools.\n\nSince these two factors were clearly seen, we could accept this principle.\nThe child is the ward of the State and we will tax the State dollar wherever\n\nit is for the welfare of the State child wherever he may reside. When we\nreached this agreement, our legislature declared that for all children there\nshould be schools for not fewer than thirty-six weeks, in equipped and suitable buildings and that all teachers and superintendents should meet approved standards. In addition, it declared that the cities which had absorbed the wealth of the poor towns should so pay for schools in the poor\ntowns that there should be for all children education without excessive taxation.\n\nShall we consider the essential and non-essential items in school adminis-\n\ntration? All school costs are for essentials, comforts, luxuries, diversions,\ndistractions, and nuisances.\n\nSchool buildings are expensive comforts. They are certainly desirable\nbut they are not necessities. Socrates and other great teachers were able to\n\nlead their pupils in education without them. So. too, fuel and janitors are\nnon-essential comforts. Books are luxuries.\n\nThey make our school work\n\n"}
{"page": 756, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n695\n\neasy and delightful but they never have been essentials. Libraries, laboratories, gymnasia are not necessities; they are diversions. The contraptions\nof the schoolroom and the mechanisms employed, the pencil sharpener, the\n\ngrid condensers, the regenerative ventilators, the self-effacing blackboards,\nare not necessities but distractions. And the patent plans of instruction in\nreading, writing, and the rest, the systems and the methods, these are nuisances.\n\nThere are after all but two essentials, the learning pupil and the teaching teacher. Without ignoring the comforts, the luxuries, the diversions,\nthe distractions, and the nuisances, we in New Hampshire have tried to\nplace our greatest stress upon these two essentials. Our first aims are to\nlengthen the time of receptive learning in weeks, days, and hours and to\nimprove the quality of the teachers. If we do these two things, we will\nhave good schools though the heavens fall, though city councils are niggardly, though Pritchetts and Butlers roar with the swelling thereof.\nI will now summarize the results of six years of administrative improvement in the essentials of education.\n\nIn 1919, it was thought that a full school year was impossible in poor\ntowns and in many rural sections. In that year 924 schools were open but\ntwenty to thirty-four weeks and 161 towns gave their children a shortened\n\nschool year. In 1924, only 9 small schools in a total of 2015, failed to be\nin session for thirty-six weeks or more and only one town failed of a thirtysix week average. In spite of the usual winter the average per cent of\nattendance was 93.9 or 2.5 per cent higher than in 1919 with its shorter\nschool year.\nNo New Hampshire winter is too severe for New Hampshire children\nto reach good schools.\n\nOur pupils not only reach these schools but they stay there longer than\nbefore. In 1919, of 100 pupils who entered the first grade, 31 graduated\nfrom the high school. In 1924, we similarly had 56 graduates.\n\nAll of the public schools are supervised by sixty-seven superintendents,\nemployed by the State but responsible to the city or group of towns to\nwhich they are assigned. These men without exception are college graduates with teaching experience and professional training. In country districts, they supervise but fifty teachers. They are well paid, they have\npermanent positions and they live and lead in their own communities. The\nsuccess which the New Hampshire system is meeting comes more from this\ncompetent and united group of men than from any other source.\nTo improve teachers is a slower process but our normal schools have\ntrebled their enrolment in six years.\n\nWe have in the same time cut our\n\nmid-year overturn of employed teachers to one third. Our number of\nthoroughly trained teachers has doubled and the number of wholly untrained teachers has become negligible.\n\nNo State can assure itself of competent teachers, unless it controls the\nprocess of training. So we, with the help of superintendents and head\n\n"}
{"page": 757, "printed_page": null, "text": "696\n\nNATIONAL EDUCATION ASSOCIATION\n\nmasters, are using much of the influence which we once used to drive the\nchoicest souls into Latin classes to direct them to the normal schools. At\n\nthe normal schools we make the cost low and the value high. As a result\nwe gather annually hundreds of students of high scholarship, strong bodies,\ngood inheritance and, I may add, pleasing faces. The future of our schools\nrests upon the selection and the training of the teachers.\nEducation has become our National religion. All children are the wards\nof the State where they reside. We shall tax the State dollar where it is\nfor the benefit of children wherever they may reside. The two essentials\nin school progress are the learning pupil and the teaching teacher.\n\nHEALTH EDUCATION VERSUS PHYSICAL TRAINING\nCHARLES H. JUDD, DIRECTOR, SCHOOL OF EDUCATION , UNIVERSITY OF\nCHICAGO, CHICAGO , ILLINOIS\n\nIf we go into the physiological laboratory where experiments are being\ncarried on to determine the ability of muscles to do work, we shall learn\nsome important lessons about health. The physiologist takes a muscle out\nof the body of a frog or some other animal and causes this muscle to contract by means of an electric shock applied to the nerve which is connected with the muscle. The muscle contracts at first vigorously, but\ngradually responds less and less until it refuses to work any longer in\nresponse to the electric current. Is the muscle exhausted ? Not at all.\n\nIt\n\nis merely clogged with the waste chemical substances that are left behind\nas a result of the molecular processes which take place in the muscle every\ntime it contracts. The muscle is a storehouse of energy. Every time it\ncontracts a part of its energy is released and at the same time there accumulates within the muscle some waste material which prevents the muscle\nfrom vigorous action .\n\nThat the muscle is not exhausted can be proved in the laboratory by\ndipping it into a solution of water and salt. After this bath the muscle\n\nonce more responds to stimulations with the same vigor that it exhibited\natfirst.\n\nWe all of us have experiences which confirm the findings of the laboratory experiment. If one takes more exercise than is usual one finds the\nmuscles which have been overworked stiff and sore.\n\nThe reason is that\n\nthey are clogged up with their own waste products. This means that the\nbody is not prepared to wash out the muscle in such a way as to keep it\nfresh and vigorous for new work.\nPushing this lesson still further we may point out that the athlete whose\nmuscles are in fine trim is a person whose blood circulation and other\norgans are working to support the muscle whenever it has to contract.\nThe muscle is not alone in the work which it does; it is part of a system\nwhich replenishes it and keeps it in trim for the demands imposed upon it.\n\n"}
{"page": 758, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n697\n\nI have never seen a group of children who cannot be interested in this\nstory of the contracting muscle. I have never known a group which cannot be taught an important lesson about health by being told in these\nterms that running and wrestling and swimming are not forms of exercise\nwhich are advisable chiefly because of the effect which they produce in\nenlarging the muscle but because of the training they give the body in\ntaking blood to the muscle for the sake of keeping it clear for action.\nIn short tell boys and girls that what their bodies need is not a lot of\novergrown muscles but a clear strong blood stream and you have set\ntheir feet on the path of intelligent health.\nLet us borrow again from the physiologists. If one examines the behavior of a normal animal which is digesting its meal, one finds that the\n\nmuscles of the alimentary canal are working slowly and rhythmically promoting the processes of assimilation essential to health. The physiologist\nin his experiments gives this animal which is peacefully digesting its food\na nervous shock of some kind. What happens ? There is a spasmodic\ncontraction of all the muscles of the digestive apparatus and all the\npeaceful rhythm is lost. The processes of digestion are interrupted. Not\nonly so but the glands of the startled animal begin to secrete more vigorously under the nervous excitement and the body is chemically disordered\nas well as deprived of its normal muscular contractions.\n\nAgain we may appeal to personal experience which parallels the laboratory experiment. It is proverbial that any high emotional excitement immediately after meals is disastrous. If one must be angry or sad or afraid,\nit is desirable that the experience be carefully timed so as to avoid meal\nhours. This is the reason why we retire to the quiet of our peaceful\nhomes for meals, or if we must eat in public seek out places where strains\nofmusic will drown out any untimely and undesirable conversation.\nOne reason why lessons of this kind have to be taught to young people\nis that the digestive processes are wholly beyond the reach of direct observation and at the same time seriously complicated by all sorts of demands\nthat our modern society makes upon us to be social and conventional in\nour eating. It requires a superior intelligence to manage one's eating\nand digestion in the modern world of artificial excitements.\nWhy is it worth while for us to recite these facts which the physiologists\nteach us as a result of their laboratory experiments ? The answer is that\nmost people do not realize that the fatigue of a muscle and the interruption of digestion as a result of excitement are matters which the intelligent\nman must deliberately overcome by good management of his body. The\nbody is a fine machine capable of many intricate adjustments, but like any\ndelicate mechanism it works well only when due regard is had to the\nlaws of its operations. No one who owns a good automobile would race\nits engine all of the time or run with the brakes set or overheat the\ncirculatory system. Why should we treat our bodily mechanisms more\ncarelessly than we do our automobiles ?\n\n"}
{"page": 759, "printed_page": null, "text": "698\n\nNATIONAL EDUCATION ASSOCIATION\n\nI am thinking, as I try to illustrate what I mean by health education\nand health intelligence, of some timid sensitive child who comes to\nschool from the sheltered environment of his home and finds himself sur-\n\nrounded by the bustling excitement of the school. He feels all the internal\ncommotion of that situation and the strain of trying to make his way\nabout through the strange and noisy company. His heart beats fast and\nhis cheeks are flushed and after he gets home at night his nervous system\nis still excited, and his appetite is disturbed. I suppose that if we consulted some burly football player about this child we should be advised\nwith a loud guffo to bring out the weakling and let him grow husky by\nrunning a hundred yards, or if we consulted some food specialist of the\nkeep-up-your-weight variety we should be told to add a few glasses of\nmilk and more brushing of the teeth to the child's daily program.\nI think that I have not caricatured the ordinary physical director in\nmost schools by the statements which I have made about the kinds of\nadvice which people of this cult ordinarily give. The fact is that most\ndirectors of physical education are made up chiefly of arms, legs, and good\nintentions. They know how to run and make run. They tackle hard\nand expect rough treatment but they have little knowledge and little sympathy which can be drawn upon with safety for the guidance of a timid\nor immature child .\n\nWhat I am trying to point out is that ninety-nine out of a hundred\nhealth problems of life have nothing to do with athletes or with getting\nstrong or fleet or quick. Health is an internal affair. To learn to live\n\nat peace with one's self, to have a nervous system which keeps out of the\nway of one's stomach, to cultivate just enough secretion of the thyroid\nglands to give one vitality and not to overdo the job by secreting so much\nas to induce internal overexcitement, these are the ends to be greatly desired if one is to be happy in the land and long enduring in his generation .\nI dare say you have detected by this time my disposition, natural enough\nperhaps for one trained as a psychologist, to think of health in terms of the\nnervous system and its proper functioning. The fact is that there is quite\n\nas much ill health in this modern human world of ours resulting from\nnerves which are not working properly as from any single cause on the\ncalendar. I am not, of course, falling into the fallacy of arguing that\nbecause nervous conditions are important there is nothing else that is\nimportant, but I am quite sure that the individual whose internal organic\nand nervous conditions are wholesome and normal has a much better time\nin the world than does the individual who is full of internal conflicts and\ncommotions .\n\nThe important fact for our present purposes is that the internal commotions which are to be avoided if one is to get on well are not corrected\nby violent exercise. Internal coördination is a habit. It grows like any\nother habit through slow systematic practice in the course of which an\nindividual is guided not by conflicting motives but by a steady clearheaded purpose to fit one's self to the demands of life.\n\n"}
{"page": 760, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n699\n\nThe most effective work which is being done today in the promotion of\nhealth in the schools is the work which is being done by some of the\nschool nurses who go to the homes or deal with pupils individually and\nset up through intelligent advice and supervision habits of good living.\nMuch of the training which is given in dietetics is done with a view to\ntraining pupils in habits of internal living. There are, to be sure, extremes\nin this field as in all others. There are some also who deal in a purely formal way with pupils, striving to bring them to a certain weight which\nis ascertained by impersonal averaging devices. One can be complacent\nabout some of this health formalism, however, because it moves, with\nall of its blundering in the right direction. Some day there will be a\ntrue guide in our educational formulas for the control of diet as well\nas for the teaching of reading and spelling. In the meantime we are pass-\n\ning through a period of experimentation which is good because it is producing partially good health results and much more because it is getting\nschool people to realize that health teaching is not primarily athletics or\nprevention of contagion.\n\nIt is interesting to note in this connection that the Federal Public\nHealth Service is carrying on at the present time elaborate studies which\npromise to give us a much more intelligent view than we have had in the\npast regarding the relation between height, weight, and nutrition. The\nresults already secured show that individuals of different types must be\nrecognized as conforming when in perfect health to averages which are not\nstateable in general terms for all types. The problems of nutrition are thus\nshown to be much more complicated than is sometimes assumed.\nWhatever the final outcome of these studies, one fact is fully established.\nHealth depends on the proper nutrition of the individual. Furthermore,\nnutrition in the highly artificial surroundings of civilized life is not somethng which can be left to the untrained native impulses of children.\nHealth must be conserved by training in what to eat just as vocational intelligence must be cultivated through contributions to individual thinking\nfrom the maturer experience of the older members of the community. The\n\ntime is pastwhen we throw pupils without guidance or advice on the mercies of a complex industrial world. The same attitude ought to be cultivated in our schools with regard to health.\n\nOur excursion into the detailed problems of health training and health\nhabits within the individual has perhaps carried us as far as we ought to\ngo for our present purposes. The true goal of all school training is the\nadaptation of the individual to his environment. This requires internal\nand external coördination. It would be quite proper to describe health\nas a form of bodily skill. He who has this skill goes about the activities\nof life with an attitude that is highly desirable and with a probability of\n\nsuccess unattained by the individual whose inner bodily adjustments are\nclumsy and uncoördinated.\nI repeat what I have said before and what it is the chief purpose of this\npaper to point out that health in this broad sense cannot be secured by\n\n"}
{"page": 761, "printed_page": null, "text": "700\n\nNATIONAL EDUCATION ASSOCIATION\n\npupils through games and athletics nor as a result of medical inspection .\n\nHealth in the broad sense comes through intelligent living, and intelligent living requires intelligence.\n\nWhen one observes what is now going on in many of our schools, one\nis tempted to ask why there is such a lack of true health training in these\ninstitutions. Teachers and parents seem to be confused. They regard\nhealth as a kind of super power to resist attack. Boys seek health by\nstowing themselves daily at the bottom of a pile of their fellowbeings in\n\na football scrimmage; or they pant with tongue out and muscles up to\ntheir maximum tension through a few yards of strenuous competative\nrunning amidst the wild excitement of partisan friends and enimies. Can\none advantageously seek health and at the same time give his chief energies\nto the excitement of being candidates for the baseball captaincy ?\nIt seems to me that the mere asking of the question leads one to see the\n\nanswer. Health is a possession which is acquired by the systematic coördination of all one's organs under the guidance of a nervous system\nthat sends deliberate streams of energizing stimulations down to all parts\nof the body, bidding the coöperate in the maintenance of well being.\n\nTo be sure there come times when the mechanism is hard put to it.\nThe body may be invaded by bacterial enemies and there will have to be\nfor a time the mustering of all the organic forces to do battle. There\ncome times too when the exigencies of life call for protracted and unusual\neffort of the muscles. Long experience has shown that the best preparation\nfor these emergencies is the systematic upbuilding of a well coördinated\ninternal mechanism, not the highly specialized training of the legs and\narms .\n\nI believe that the matter which I am trying to present to you is one\nwhich will have to be thought of and that right vigorously by school\nadministrators. At the present time there is a disposition on the part of\nthe school superintendent to modestly disclaim any knowledge about the\nhealth needs of pupils. The superintendent seeks out some local doctor or\n\nemploys a special school physician and turns this specialist loose on the\nchildren. The trained doctor usually knows more about disease than\nhe does about health and whenever he can get hold of a human being he\nlocates with unerring and almost uncanny precision all defects. If anyone puts himself into the hands of a doctor the chances are eight to ten\nthat he will get sad news about his condition.\nIf our modest school superintendent does not begin his campaign for a\n\nhealthy generation of pupils by appealing to the doctor, he usually finds\nan athlete, male or female, and says to this fortunate son or daughter of\n\nApollo, \"Make all of the pupils in this school like unto yourself.\" There\nbegins then much running to and fro. There are as a result bandaged\nparts and excited interscholastic competitors for gladiatorial honors. There\nis school spirit which often has to be described as a spirited distraction\nfrom all that the school originally started out to accomplish .\n\n"}
{"page": 762, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n701\n\nThe superintendent ought not to have been so modest. He ought probably to employ the doctor and the athlete but he ought to associate these\ntwo persons, each with a single purpose in life, with some intelligent third\nperson who is interested in pupils as human beings. I think this third\n\nperson might properly be a psychologist who knows that pupils have a\nnervous system. Or he might be a relaxationalist who knows that the\nbest exercise for the body is very often complete loosening up of all\nthe tensions as one drops back with rest. Or he might be a person skilled\nin knowledge such as this: when one is not exercising strenuously one\nshould eat light food; when one is doing a task which requires fine coördination it is important to keep the eye clear and the nerves steady by\nkeeping the air around one cool and moist through what we call good\nventilation.\n\nI am here to urge superintendents not to commit the health programs\nof their schools to narrow specialists. Health is the most fundamental of\nthe virtues. Health is a general condition. Health is the right of the most\nsensitive, most delicate child in the school. There is no more reason for\n\nleaving that part of the curriculum which deals with health to a narrow\nspecialist than there would be to assign the training of pupils in the use\nof good English to a person who would approach his task from the point of\nview of an historical grammarian.\nIf there is any superintendent who is disposed to accept my advice and\nasks where the broad-minded person is to be sought who thinks of health as\nthe basal need of pupils, I have to admit that the supply is small. I am\nof the impression that a few of the people who are being trained in the\nschools where public sanitation is made a matter of particular concern\nare getting to the point of view which will ultimately be recognized as the\nlegitimate view for the school to entertain.\nI am quite sure of the validity of the program of comprehensive health\ntraining which I am advocating even though I can find only a few living\nexamples of the type of health teacher that I have suggested. I am prepared to reply to my superintendent friend who asks me to deliver to him\nsuch a person in these terms. There are at present very few teachers of\nhealth because there has been no demand for them. Health was thought\nof two decades ago as a domestic commodity. If the home supplied us\nhealthy children, we were glad; if not, the school shrugged its shoulders\nand either sent the child home or kept him in the same grade several years\nin succession .\n\nIn twenty years our notions about the school's responsibility have entirely changed. We are now trying to turn out human beings well started\non the path of successful adaptation. This we cannot do if we do not\nhelp our pupils to equip themselves with well organized, well controlled\nbodies. The lesson is gradually coming to be clearly recognized. We\nmust teach health in the schools by precept and through drill in practice.\nWe have done the work which we recognize to be necessary somewhat\n\n"}
{"page": 763, "printed_page": null, "text": "702\n\nNATIONAL EDUCATION ASSOCIATION\n\nclumsily in the past and often through agencies which are only partially\naware of the breadth of their tasks.\n\nWe must not fail in our task be-\n\ncause we have come late to its doing. We must see the demand clearly\nand go about meeting it.\n\nMy concrete suggestion in the premises is that superintendents, if they\nhave themselves caught a glimpse of the broader view, go to their existing\nschool physicians and physical culture directors and ask for coöperation in\na broader program of health supervision and teaching in which the superintendent himself will coöperate. I am satisfied from contact with some\nof the people in question that the superintendent will in a great many cases\nmake no impression. I shall not indulge in any harsh indictments of school\nphysicians and physical directors I have known. They are no worse as a\ngroup than teachers of grammar or algebra. They are, however, more\nharmful because health is more important than grammar or mathematics.\nSo without vituperating the school physician or the physical educationalist\nI suggest to the superintendent when he finds a specimen with a tenacity\n\nfor tradition that he help that person to secure another position and begin\nover. I am hopeful that some day the community will regard that superintendent who does not have a good health program as dispensable. Then\n\nit will happen that the community will ask the superintendent, the superintendent will ask somebody, somebody will pass the word along, and the\nchildren will be well taken care of in all matters relating to health.\n\nWHAT THE EDUCATOR SHOULD KNOW ABOUT\nMODERN MEDICINE\nWILLIAM D. HAGGARD, M. D., PROFESSOR OF SURGERY, VANDERBILT UNIVERSITY, AND PRESIDENT- ELECT OF THE AMERICAN MEDICAL\nASSOCIATION, NASHVILLE, TENNESSEE\n\nSir William Osler has most beautifully said, \"For countless generations the prophets and kings of humanity have desired to see the things\nwhich men have seen and to hear the things that men have heard in the\ncourse of this wonderful Nineteenth Century. To the call of the watchers\non the towers of progress, there has been one sad answer, 'The people sit\nin darkness and in the shadow of death.' Politically and socially and\nmorally the races improve, but for the unit, for the individual, there was\nlittle hope.\n\n\"Cold philosophy shed a glimmer of light on his past. Religion in its\nvarious guises illumined his sad heart, but neither of them availed to lift\nthe curse of suffering from the sin begotten son of Adam. In the fullness\nof time, long expected, long delayed, at last Science emptied upon him\nfrom the horn of Amalthea blessings that cannot be enumerated, blessings\nwhich have made the century forever memorable and which have followed\n\neach other with a rapidity so bewildering that we know not what next to\nexpect.\"\n\n"}
{"page": 764, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n703\n\nPractically all of our modern knowledge of diseases, especially those that\nare infectious and contagious and caused by microorganisms or germs, go\nback to the middle of last century when Pasteur found that fermentation\nwas due to microorganisms and also that putrefaction was due to microorganisms.\n\nJoseph Lister, the great surgeon of Glasgow, applied that knowledge to\nthe infections of wounds, proved them to be of germ origin, and by de-\n\nstroying these germs chemically and by sterilization revolutionized surgery.\nInfection and blood poisoning in wounds were controlled. Before this\nwhen a man sustained a fracture of the thigh in which the end of the broken\nbone penetrated the skin, allowing germs to enter, the danger of blood poisoning was ever present and so thorough that all these cases required amputation. Even then the death rate from blood poisoning was 50 per cent.\nNow amputation is rarely required and the death rate from blood poisoning\nis only 1/5th of 1 per cent, which is a magnification in efficiency and lifesaving of 250 per cent. It is difficult to compute the enormous increase\nin the span of human life from modern surgery compared to that of\nmedieval times. If he who made two blades of grass grow where only one\ngrew before is a benefactor to the human race, what can be said of the\nscientist who has made countless lives bloom where death would lay it\ndesolate.\n\nTyphoid fever-We have accomplished in the first quarter of the\ntwentieth century more than in twenty centuries in prevention so\nfar as typhoid fever is concerned. In 1900 for the first time the disease\nwas conveyed experimentally, thus proving the belief that typhoid resulted\nfrom the germ contained in the discharges from the body of the patient\nsuffering from the fever. It is especially virulent in camp life and caused\nover half of the deaths in the Franco- Prussian War.\n\nMore died from\n\ntyphoid in the Boer War than were killed in battle. We blushingly recollect that 86.2 per cent of all the deaths in the Spanish-American War were\ndue to typhoid, but we rejoice in the remarkable record that in the late\nwar with over four million American soldiers, as a result of anti-typhoid\nvaccination to every man the disease was almost unknown. In the first\ntwo million men vaccinated, only 18 deaths occurred from those who\ncontracted the disease thereafter. The occurrence of typhoid fever can\nbe greatly curtailed even without the anti-typhoid vaccination although\nthat should be given every two years until an individual is 45. The intent\nis to keep the discharges from the patient getting into the water, milk,\nor food supply, or in any way into the intestinal canal of the individual. It\n\nhas been carried immemorially by fingers, filth, and flies. The protection\nof water and sedimentation by filtration; of food by cleanliness and screening; proper disposal of sewage; destroying the germs with carbolic acid\nwhen they leave the patient; the elimination of flies, should with antityphoid vaccination'eventually make the pestilence only a memory. The\nnext Pepys diary will allude to it as a \"social error .\"\n\n"}
{"page": 765, "printed_page": null, "text": "704\n\nNATIONAL EDUCATION ASSOCIATION\n\nTuberculosis-Tuberculosis is the captain of the men of death. Every\n\nthree minutes some person in the United States dies of tuberculosis.\nThere are a million active cases in this country at all times and perhaps\nanother million that are inactive. One of every ten persons who die,\n\ndie of tuberculosis. More than 50 per cent of all children are infected before they are ten years of age and it increases until they are 15\nyears of age. Fortunately, most of us have overcome the disease through\nthe forces of nature together with ordinary care, such as fresh air,\n\nsunshine, and pure food. It is not an inherited disease but is due to the inhaling into the lungs the germ of tuberculosis which is only one ten\nthousandth of an inch long. We sometimes get it in our milk from un-\n\ntested tuberculosis cattle, but more especially from the millions of germs\nthat are expectorated from the lungs of its victims, which, when dry, are\nblown about and inhaled by its unsuspecting victims. Every one who is\nbelow par is at all times subject to the disease. During the operation of\nthe Selective Service Law, one fourth of every thousand was found to be\nsuffering from this disease. The war of tuberculosis goes on while the\nwar in which they were asked to fight has been victoriously terminated.\nDuring the two years in which America participated in the war, we lost\nless than 80,000 men on the battlefield, in the camps, in the air, and on\nthe seas. Whereas each year now we lose twice that many from tuberculosis, for which there has yet been declared no armistice. Education,\nperiodic health examinations, the stopping of careless spitting, and infections\nthat occur in poorly ventilated schools, tenements and workshops will\nconquer it. Our allies are fresh air, sunshine, nourishing food, sleep, and\n\nproper medical supervision. It not only attacks the lungs, but practically\nevery other tissue in the body-the brain, as in meningitis; the throat, as\nin tubercular laryngitis. It causes practically all of the hunchbacks. In\nthe joints, it is the white swelling of the knee. Tuberculosis of the hip\ncauses shortening of the leg and crippling. In the skin it occurs as an\nulceration called lupus. In the glands of the body, especially the neck, it\nis known as scrofula. If theoretically it were possible to form a barrage of\nhandkerchiefs for every expectorated particle that comes from the mouth\nand lungs of every individual and that could be immediately burned,\ntuberculosis could soon be wiped off the face of the earth. When one\nhears school boys and college boys yell, \"Block that kick!\" \"Block that\nkick!\" , it suggests the slogan, Block that sneeze (with a handkerchief) ;\nBlock that cough (with a handkerchief) . The sneeze and cough atomize\na fine spray of assorted germs that are more deadly than a machine gun. As\nit is, the death rate has been almost miraculously cut in twain, and preventive medicine has one of its most striking victories in the throttling of the\nGreat White Plague.\n\nMalaria-Malaria instead of being caused by bad air, is like yellow\nfever, caused exclusively by the bite of the mosquito, carrying with it the\ngerms which it has absorbed by biting an individual infected with malaria.\n\n"}
{"page": 766, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n705\n\nIt is difficult to compute the amount of damage malaria has done, in spite\nof the fact that for a century now we have had a specific for the disease\n\nin quinine. It cost the lives of fifteen thousand people in the Southland\nalone last year, and yet if we can teach the coming generation to despise\nflies and destroy their breeding places in filth and not take comfort behind\nscreen doors, the menace of malaria can be manhandled. The draining\nof swamps, the destruction of little bodies of water where the mosquitoes\n\nso quickly develop and the pouring of oil on water where they are prone\nto breed, will go far toward lessening this terrible and unnecessary disease.\n\nA railroad company in the Southwest by draining its ditches and oiling\nthe water to prevent the breeding of mosquitoes lessened the incidence of\nmalaria in one of its hospitals alone from over 600 a year to less than 100.\nThink of the enormous economic gain in this one procedure and what it\nwould do if every school child learned the magnitude of that lesson.\nSmallpox-Ignorant of the history of the scourge of smallpox when\nevery seventh babe in Russia died from it and the fact that by long\nperiods of vaccination we have become largely immune to the disease and\nprotected from its ravages, some misguided people argue against its protective powers. Some years ago Niagara Falls had an epidemic of smallpox that\nhad been raging for two years and could not be put down. It got so bad\nthat the health officers showed the New York Central Railroad the menace\n\nof uncontrol and the officials declined to stop their trains there. The levelheaded business men promptly prevailed upon those who were prejudiced\nto inaugurate a general vaccination and as a result smallpox was put down\nwithin six weeks .\n\nHeart disease-Nearly one fourth of a million school children in this\ncountry, which is about seven tenths of the whole number, are affected\nwith organic diseases of the heart. This is a terrible indictment and\nespecially when it is recognized that many of these cases could be prevented\nby the removal of infected and diseased tonsils and adenoids, rotten teeth,\nand by protecting children from over-strain after acute illnesses, like scarlet\nfever.\n\nDiphtheria-Diphtheria once thought to be a scourge to please the\nangered gods, is now, thanks to the knowledge vouchsafed to us through the\ngreat God who has given us the mind and the ambition to study His universe, His laws, and the causes of diseases which are not visited upon us\nbut which are incidentally a part of the great scheme of creation, becoming\n\nvery greatly robbed of its terrors . The year that Columbus discovered\nAmerica witnessed a terrific scourge of this dread disease in Nuremburg,\nwhich spread slowly from person to person and from community to community and became not only epidemic but almost universal. Prior to the\ntime of the finding of the germ by Loeffler in 1883, and the discovery of\nthe antitoxin for diphtheria by Behring in 1893, the death rate was about\n35 per cent. It had broken the fireside circle of nearly every home. Now\nowing to the beneficence of the antitoxin and the wisdom of the medical\n\n"}
{"page": 767, "printed_page": null, "text": "706\n\nNATIONAL EDUCATION ASSOCIATION\n\nprofession in its utilization, and the education that has become necessary,\nthe death rate the world over is now less than 9 per cent. However,\nin the tender years from 5 to 9, it is 15 per cent, and from 9 to 15 it is\n7per cent. If antitoxin is used in the first 24 hours it is practically nil ;\nin the second 24 hours it is 5 per cent; in the third 24 hours it is 12 per\ncent; and in the fourth 24 hours it is 16 per cent. Antitoxin, as you know,\nis derived from the blood of a horse which has been gradually inoculated\nwith the germs of diphtheria and has manufactured this antitoxin to overcome the poison of diphtheria in his blood. That is Nature's way of cure.\nWe have unlocked the secret door of Nature's laboratory. \"An ounce of\nprevention is worth a pound of cure.\" In 1910, Shick introduced a plan\nwhereby by the injection of an antitoxin we could determine quickly from\nthe reaction on the skin of the patient, whether or not he was immune to diphtheria. If not, he could be rendered immune by antitoxin.\nIn that way this scourge ought to be wiped off the face of the earth. All\nschool children should be Shick-tested. Most intelligent parents would\ngive their permission, and if not, if such a one should be visited by this\ndeath-dealing malady, it would be a sad but convincing argument.\nIf scientific medicine had done no more than to eliminate the terror of\n\nthis single disease, it would be no more than right and just for the world\nto bare its head to the scientist to acknowledge its debt of gratitude. Should\nnot the attitude of all people be like that of the great French surgeon who\nsaid, \"I dressed his wound and God healed it.\"\n\nIn order to show that\n\nthere is no conflict between science and the highest possible theology did\nnot Agassiz, the great scientist, say that his laboratory was a place of worship into which he went with reverence to trace out the laws of God.\nScience should be a sustenance to the spirit of man as well as for his\nbodily uses.\n\nThe control of scarlet fever-Scarlet fever has been one of the most\ndreaded scourges of child life not only because of the danger attending it but the many complications that follow it, such as Bright's disease,\nheart trouble, suppuration of the ears, etc., leading to deafness and occasionally to mental impairment. Until the last two years we never\nknew definitely the exact cause. It was supposed that it was carried\nby the clothing of individuals who had it and its contagiousness was\nthought to be due to the branny scales that came from the patient during convalescence. Finally with the advance of knowledge, it was so akin\nto diseases caused by the germ known as the streptococcus, that the Doctors\nDick, husband and wife, at the McCormick Memorial Institute for Chil-\n\ndren, in Chicago, carried out a long series of experiments in which they\nfinally proved that it was due to a variety of the streptococcus called the\nhemolyticus. It seems that animals are unsusceptible to this disease as\nevery effort was made to produce the disease in animal life so that it might\nbe studied. Finally human volunteers permitted themselves to be inoculated with the germ of this disease from a sore on the finger of a nurse\n\n"}
{"page": 768, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n707\n\nwho had attended a scarlet fever patient and thus a typical case of scarlet\nfever was for the first time experimentally produced. More remarkable\nstill, the Dicks have worked out in a splendid way a method to determine\nwhether or not a child is susceptible to this disease. We have long known\nthat a considerable number of children were immune no matter how much\n\nthey were exposed to the disease, but, of course, no one could ever anticipate\nthat accurately beforehand. Now all that is necessary is to inject a few\ndrops of the toxin of this germ into the skin of the forearm and if the\n\nchild is susceptible a bright red spot varying in size from a nickel to a\ndollar will appear regularly within twenty-two hours and begin to fade\nat the end of twenty-four hours. In this way they proved that about 41.6\nper cent were susceptible to the disease. Now the most remarkable part\nis that with this same toxin susceptible children can be rendered immune\n\nby the injection of small doses on three different occasions five days apart.\nThis is so uniform in the prevention of the disease that in order to prove\nit one could then be given a skin test and it would prove negative which\ngave the red spot before the immunizing treatment. The Dick test followed by the immunization can at once establish exactly which children\nare not immune from the disease and the susceptible children can be rendred entirely and completely immune from scarlet fever. It at once will\nbe seen how important this is, not only to children but to those who nurse\ncontagious diseases and perhaps to teachers who occasionally may be exposed to scarlet fever without their knowledge. The disease is very much\nmore dangerous in adults than in children. This wonder-working antitoxin is what Nature herself manufactures in the blood of the victim of\n\nscarlet fever which renders him immune from the disease for all time.\n\nThus science is only the recognition of Nature's sublime plan and its utilization in a beneficent way. Where is the irreverence in science and evolution? Who could think science is in any way antagonistic to religion and\nespecially to the highest possible concept of the oneness of our great Creator\nand the miraculous ways by which His wonders are performed ?\nThere is over-zealous and misguided fanaticism that makes a small group\nof people in this country constantly propagandize against the employment\nof animals in the study, cure, and prevention of disease. The great majority\nwho believe in this and espouse the cause are totally unfamiliar with\nanimal experimentation. They have heard distressing stories of so-called\n\"torture\" in the employment of animals and as lovers of animals, as most\nof us are, and in their unbridled efforts to prevent imaginary cruelty, they\nbecome oblivious to the tremendous benefit that they as well as the rest\nof mankind are enjoying as the result of animal experimentation. Would\nyou not sacrifice the lives, if necessary, of many scores of rabbits to give life\nto one little baby ? Through the experiments upon relatively few animals\nin the past, life and happiness will be given to these little buds of love\nthrough countless ages.\n\nThe span of human life has been increased by fifteen years during this\n\n"}
{"page": 769, "printed_page": null, "text": "708\n\nNATIONAL EDUCATION ASSOCIATION\n\ncentury. That has been largely due to the great improvement in the care\nand prevention of illness and death among babies. The death rate is appallingly high yet. Some of the principles of infant welfare could be imparted in the schools to the little 12 year old assistant mothers. The prac-\n\ntical application of the prevention of disease, a knowledge of personal\nhygiene, and an ambition for a healthy body and a healthy mind should be\ninculcated. In the high schools and in professional schools, social hygiene\nand eugenics should be properly taught.\n\nWilliam H. Park, one of the\n\ngreatest authorities on public health and hygiene, says : \"An alert teacher\nwill not overlook the opportunities presented by the assignment of health\n\ntopics, as a subject in English composition, by health problems arithmetically presented, by the study of health problems under the head of civics.\nIn the upper grades the preparation of simple graphs dealing with vital\nstatistics make public health problems a reality to the student. The art\nclasses can coöperate with the health authorities in the preparation of\nposters. The domestic science classes can be interested in teaching the\nrelation of nutrition to health. In chemistry and biology they are prepared\n\nto study the work of a health department laboratory. \"\nThe Detroit Board of Health offers to the schools, (public, private, and\n\nparochial ) nursing service especially for the diagnosis of communicable\ndiseases, medical and dental service, nutrition classes, little mothers' classes,\nhealth talks, supervision of children in open air schools and open window\nrooms, and special medical attention to the handicapped, including the deaf\nand partially deaf, blind and the partially blind, and the crippled.\nRapeer says that physical defects and ill health cause 15 per cent of\nelimination, 16 per cent of failures in promotion, and 17 per cent of retardation among school children. This is a resultant of poverty, of disordered nervous conditions, and of the prevalence of tuberculosis, typhoid\nfever, malaria, hook worm, filth, and ignorance of hygiene. In the country\nit is much worse.\n\nOne-third of the automobile accident deaths are in children under 15\n\nyears of age. It must be remembered that we lost over 65,000 people in\n1922. This death rate has more than doubled in seven years. \"Safety\nFirst\" education can play an important part in the instruction of child life.\nThe heart-rending tragedies to little tots even on their way to and from\nschool should be prevented by intensive instruction. What does it profit\nthe child if we instruct it in everything else and still he loses his life by not\nknowing how to care for it ? Some cities have systematic training by games,\nin which they learn traffic law regulations. In higher grades fire prevention and accident prevention are emphasized. Children might be methodically taught, too, the dangers of the more frequent causes of fatal accidents,\nsuch as concentrated lye, the danger of matches, the inflammability of\ncelluloid, of gasoline, the danger of live wires, of carbon monoxide poisoning from the exhaust from motors in enclosed garages, of illuminating gas ,\nthe terrors of the family medicine cabinet, and the accidents with foreign\n\n"}
{"page": 770, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n709\n\nbodies that children put into their mouths. If a child couldn't be taught\nanything else in the kindergarten but never to put anything in its mouth\nthat he wasn't going to eat, and that to be properly prepared and inspected\nand approved by its parent, it would be a great gain.\nThe Child Health Organization of America has been a great help to\nthe educators of this country. Their motto is \"Health in education;\neducation in health.\" Its program includes : a scale in every school, time\nallowed every day for teaching health ; hot school lunches; teachers trained\nin all normal schools to teach health habits; every child's weight to be taken\nand the record sent home each month .\n\nSchool inspection-Quite half of the urban populations have medical\ninspection of schools, but in the country which represents over half of\nthe school population there is no health supervision, except such as the\nteacher may introduce. In school communities numbering between six and\neight thousand there will be required the half time of one medical inspector\n\nand two trained nurses. If the population is between eight and twelve\nthousand, it will require an all-time medical inspector with an assistant\nwho will put in half of his time and three or four nurses. New York State\nasks an additional medical inspector for each additional three thousand\nschool children and an additional nurse for each fifteen hundred school\nchildren.\n\nThe assistance of the teacher is very badly needed and can be utilized\nto such splendid advantage in the preliminary examination of the eyes, ears ,\nteeth, in ascertaining whether or not the child is a mouth breather, in\ndetecting the presence of any sort of contagious eye trouble or skin disease,\nwhich an intelligent teacher could see in a very short time .\nThat child is best taught whose health habits and emotions are trained\nas well as the intellect. It is as important to guide the child to prevent illness as it is to treat his illnesses when they come. The best routine which\ncan be imparted is the routine of health. It is essential to keep a health\nscore card of the pupil as it is his report averages. Of the twenty-two million school children in the United States, it is estimated that over six and a\n\nhalf million are so far below par in body weight that they must be looked\nupon as illy nourished. It has been computed that nearly a million children\nare suffering from diseased adenoids and tonsils, that about four million have\nerrors of vision that should be corrected and that something like fifteen\nmillion have dental defects that need attention.\n\nHerbert Hoover, com-\n\nputing the loss to industry by illness in adults in this country, estimated\nthat it was close to a billion dollars, which could be saved by attention to\neducation in health matters and supervision of the well in order to beget\n\ngood health. How much more urgently necessary is it to detect incipient\ndiseases in childhood. The seeds of education could be sown to such great\nharvesting in the future.\nIt is ideal to have a splendidly equipped school nurse who can intelligently care for and investigate every case of non-attendance of over four\n\n"}
{"page": 771, "printed_page": null, "text": "710\n\nNATIONAL EDUCATION ASSOCIATION\n\ndays and bring to bear her judgment and experience in meeting the situation. A child may be neglected before he enters school by thoughtless or\nunimaginative, uninterested parents, but he must not be neglected after\nhe enters the public schools of America.\nThe superintendent must utilize all of his influence to see that the\n\nperiodic health examination of every single, solitary school child under his\ncare is carried out at least once each session toward the detection of defects.\n\nAll of the defects that children may have can be detected and appropriate\nadvice given that may be carried out by the family physician. Unfortunately we cannot divide the child, like all Gaul, into three parts-the mind\nfor the teacher, the soul for the preacher, and the body for the doctor. The\neducator has to be the trinity.\nThe medical profession wishes to be the hand-maiden of education in\nmaking the world healthy. Does not the word \"physician\" mean teacher ?\nWhen loved ones are sick the best medical advice is none too good. Did\nyou know that it now requires seven years to make a doctor after a man has\ngraduated from high school ? The greatest universities of the world find\nthat it takes three years of college, four years in a medical university, and\none year in a hospital to equip a doctor. Does it not therefore seem ridiculous for individuals who take a shorter course to propose to treat all the\nmultifarious diseases of the body and mind by some bizarre and single\nmethod of treatment ? Yet some of the American people whom Barnum\nloved stand for it. There is nothing under the sun, on the earth, or beneath\nthe earth that is not utilized, if proven of value, by the regular medical\nprofession in the prevention of disease and its cure, and all of chemistry,\nbiology, physics, electricity, radium, drugs, massage, dietetics, surgery, and\nsanitation that are the heritage of the world from the studies of the scholars\n\nof all time, are at the disposal of the regularly educated, graduated practitioner of medicine.\n\nJUSTICE FOR CHILDREN\n\nH. O. DIETRICH , SUPERINTENDENT OF SCHOOLS\nNORRISTOWN , PENNSYLVANIA\n\nSchools of America exist for the purpose of training or educating, if you\nplease, the children of America. School buildings are built, school administrations are organized, and textbooks, furniture, and equipment are\nbought solely for the purpose of providing housing and educational facilities\nin order that the children may be educated by teachers. It is the last three\n\nwords of the above sentence that I wish to stress-you note that I say educated by teachers. America needs a strengthened public school, and the first\nessential in a strong public school is a capable teacher. If children are to\nbe well taught, first-class teachers are essential. If the Nation's teachers do\nnot represent the best, the Nation's children suffer.\n\nHence, in this matter\n\n"}
{"page": 772, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n711\n\nof justice for the child, the question of strengthening the teachers deserves\nspecial consideration.\nTeaching personnel-In justice to the child, then, we must ask who are\nthe teachers, what is their training and experience? There are something\nless than 15,000,000 children between the ages of seven and thirteen years\nenrolled in our schools. More than half of these children are being instructed at the hands of teachers who do not possess the minimum qualifications necessary to entitle them to take charge of a classroom; but this is by\nno means the whole of the story. If we could say with some assurance,\nthat one-half of our teachers in the elementary grades possess the minimum\nqualifications, and that the other half have at least a high school education,\nwe might say, with some justification, that while there is room for improvement, the situation could be worse. And it is worse! By no means, all of\nthe46 per cent of the teachers who have not had the advantage of a normal\nschool, have had even a high school training. Approximately, 100,000 of\nthem left high school at the end of the second year, while at least 30,000\nnever went to high school. Even high school graduates, without training,\nwithout experience, are not equipped for teaching in these days of scientific\neducation. They are not well educated themselves, yet we accept them as\neducators of the next generation of American citizens. While 54 per cent\nof these teachers are not qualified to teach, at least 50 per cent have not\nhad a great deal of experience. Think of 600,000 teachers, 325,000 of\nthem not qualified to teach, 300,000 of them with hardly any experience,\nand the situation becomes staggering. This means that a large number of\nthe 15,000,000 children between the ages of seven and thirteen receive\ntheir early education or training from teachers of this class. Now I do\n\nnot wish to say that all of the 54 per cent of these teachers who are disqualified are not fitted to teach. Thousands of them, of course, have succeeded, by reading and experience, in fitting themselves for their work.\nHowever, I do claim that their experience and training was received at\nthe expense of the children. The sad part is, that this is still going on at\nthe present time. Teachers are being fitted for teaching at the expense of\nthe next generation. I believe we lose a large portion of those who could\n\njoin the rank of leadership because we fail to find them, to train them\nrightly. Our teachers are the army of inspectors in our Nation who must\nfind these individuals and must stimulate them forward. This requires a\n\nvast trained teaching personnel.\nIf we believe in the creed of Americanism, we must first of all educate\n\nthe children of the masses so that they may have the mental development\nand understanding to uphold that creed. The little red schoolhouse may\nbe passing and its place taken by modern, consolidated schools, but the uneducated, untrained, inexperienced \"teen\" teachers are with us in constantly\nincreasing numbers. The result-we hate to even as much as whisper it\nlest the army of 15,000,000 children rise up and demand of King Justice\nthat he impose a sentence upon us in accordance with the injustice done to\n\n"}
{"page": 773, "printed_page": null, "text": "712\n\nNATIONAL EDUCATION ASSOCIATION\n\nthem-yes, what can the result be? Nothing less than this a nation of\npartially educated persons, an easy prey for all sorts of half-baked, radical,\nand even anarchistic ideas. Yes, and with the exception of a small intensely interested group, nobody seems to care a hoot-not even the\nparents.\n\nTraining must be standardized-The second point I wish to make is that\nstandards for teachers' colleges must be raised. The Nation needs a\nteacher preparation program which will be a permanent solution of the\nproblem and will result in an adequate supply of properly trained teachers\nin every State. The time is at hand when we must have a teacher preparation program nation-wide in its scope. Teacher training schools are as yet\nunstandardized institutions. Admission to a teachers' college should be on\n\nthe same basis as that for admission to schools of law, engineering, and\nmedicine. Teachers in training should have just as exacting requirements\nof accomplishments and just as excellent instruction as we find in our\nundergraduate professional schools. It should be just as difficult to secure\na license to teach as it is to secure a license to practice law. Classes in\nteacher training schools must be no larger than they are in other schools.\nTeachers in these institutions must not teach more classes than teachers in\n\nother schools teach. Material for practice must be provided in teacher\ntraining schools just the same as the medical schools provide clinics for\nstudent study and observation. Most of our teacher training schools now\ndo not have a sufficient number of children for these observation clinics.\n\nLet us not forget that before we license a teacher to go out and practice\nupon our children, that teacher must have had a chance to work with real\nchildren, in real schools, and that this is as absolutely essential as are\nhospitals in the training of doctors.\nThere seems to be a prevalent conception that teachers can be made\nby sending them to a normal school or teachers' college for a few years,\nhave them study a lot of high-sounding terms like, pedagogy, methods ,\npsychology, sociology, and other 'ogies' and 'oligies'. Teachers can no\nmore be made by a course of this type than can a Baldwin apple be made\nto grow by grafting a twig of the Baldwin tree on a branch of fig tree .\nThe combination is wrong; it is not true to nature; the types cannot be\nchanged. Teacher training schools disregard this principle. They take\npractically anyone who may knock for admittance. In fact, they seek\ncandidates, regardless of a natural desire to teach. Just last summer, there\ncame to me a solicitor from one of these teacher training schools.\n\nHe\n\nwanted the names of high school seniors. He wanted to influence them\nto enter his normal school.\n\nWhat ?\n\nInfluence seniors to become teachers\n\nwho may not be of the teaching type ! Yes, this is exactly how we make\nour teachers. We fail to sift the teaching from the non-teaching type.\nThe big thing about the teacher is not how much she knows. The essential\nthing is the power to shine or illuminate; the power to spread or radiate\nlight. A manufactured teacher coming from a teacher-factory never can\n\n"}
{"page": 774, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n713\n\npass this radiant light. Yes, such a teacher may give facts in history or\narithmetic to the children, but how will she give this radiation which her\nchildren must have.\n\nShe did not receive it in the teacher institution be-\n\ncause she did not possess the endowment for it.\n\nSome of the greatest teachers we have known were non-factory produced.\nThey knew little about the modern mistaught and misunderstood teacher\ntraining subjects as they are being taught today. Standard tests to them\nwere unknown, scientific courses of study, measuring ability, and all the\nmodern scientific, statistical factory-made processes of teaching were never\nused. Yet they taught, actually radiated light-light and influence which\nled their children to look for more-created a craving for school, a thirst\nfor knowledge. They just taught. Wherever they were, there was a\nschool, regardless of equipment or building. I still know a few of these\nreal teachers ; if I were to mention their names, you would recognize them\nat once.\n\nBut if I were a school superintendent and were looking for a\n\nteacher of literature, I could not employ either one of these real teachers.\nNo, I'm bound by rules and regulations-rules and regulations of the\nState Department, the local Board of School control, Board of Regents,\nand so on. These teachers are not professionally trained; they escaped\nthe teacher-factory process of making literature teachers, and became real\nteachers in spite of the escape. I instead, must employ one of the professionally trained teachers-one of these scientifically, statistically, or rhetorically trained teachers; one who can define every figure of speech, analyze\nevery sentence, tear to bits every poem, give the date and place of birth of\nevery poet or writer from Chaucer to date. Yes, she may be able to do all\nthis and more, but still may not teach. In this whole teacher training and\nselection problem, justice for children seems to be a minus quantity. So\nI say the personnel needs to be changed ; rules and regulations need to be\n\nchanged so that a superintendent may be permitted to engage a real\nteacher, regardless of the process she went through to become a teacher,\nwhen he sees her, provided, of course, he is able to tell a real teacher when\nhe sees her. Local politicians find it profitable to attack superintendents\nwho fail to select all teachers from the offerings of \"Main Street\"-the\n\"home town\" girl is given preference over the outsider. Everything is considered but the main thing, that is, where may be found the teacher\ncapable of rendering to the children the greatest service.\n\nHow can this personnel be changed ? There surely are not enough of\nthe real teacher type to go around. Yes, there are, if we only are big\n\nenough to step out from our iron-clad, hide-bound, professional-factory\ntraining requirements and look around, surely they can be found. I have\nsaid what I did, not because I have no belief in teacher training institutions or no sympathy for the teacher, for I do have a firm belief in the\ninstitutions, but what I wish to emphasize is that they do not strike the\n\nfundamental in teacher training-sifting the non-teaching type and lead\nthem into avenues where they can do no harm, but save all the teaching type\n\n"}
{"page": 775, "printed_page": null, "text": "714\n\nNATIONAL EDUCATION ASSOCIATION\n\nand provide the richest kind of nourishment for these, for surely these are\n\"the salt of the earth\" ; these must \"restore the souls\" of our children and\n\"lead them beside the still waters.\"\n\nSympathy for the teacher ? Yes. Haven't I passed through the \"valley\nof the shadow\" of the teacher ?\n\nI know what a time a teacher trained\n\nin one of these teacher institutions has in trying to teach a room of thirty\nor forty children according to the rules and regulations of the said institution, trying to comply to the prescribed course as laid down by the authorities. Surely Diogenes, in seeking an honest man, had no harder task.\nBut still, the fact remains that the people who ought to teach, as a rule\ndo not teach, while thousands teach who should be mothers in homes or\npensioned.\n\nEducational method-The third point I wish to make is that we must\nhave an improvement in educational method. Courses, today, seem to\ncenter around the individual-individual instincts, individual's learning\ncurve, rank in reading and arithmetic-all these are stressed and set forth\nfor the teacher to understand. Products of collective activity, such as\n'language' and social customs, get scant recognition in teacher training\nschools. A glance into books on educational psychology reveals the fact\nthat instincts receive the major emphasis. Such terms as 'language' and\n\n' speech' do not appear, while instinctive activities are greatly stressed. Yet\nthe instinctive activities are the ones that need very little attention; these\ntake care of themselves. The curriculum is to be reconstructed, the or-\n\nganization of classes is to be modified, the natural impulses of children are\nto be accepted as guides to discipline. The student teacher learns long\ndescriptions of instincts and finds himself little prepared by what he has\n\nbeen taught to teach pupils how to spell or add. Everywhere, we hear the\ncry 'to care for individual differences,' yet, we see the failure to impress\nthose who guide children with the importance of group thinking and group\n\naction. Educational psychology, then, needs to be revised. Student teachers\nmust be taught that schools are places where children are sent to substitute\nfor instinctive impulses, habits which are gradually developed with social\n\ninstitutions. Teachers need to be trained in the nature of language, the\nnature of the number idea, nature of social customs, politeness, punctuality,\nthe nature of the economic system, and so on, until these social facts which\nmake up modern civilization form the background for all subject teaching.\nFor instance, it is the business of the teacher in teaching handwriting to\ntransform the child from a purely instinctive animal into a being capable\nof using a highly developed art which the race has evolved. Take the\nsubject of arithmetic-educational reformers suggest that if pupils are not\ndrilled in the use of Arabic numerals in the lower grades and are allowed\n\nto go on untrained in the complexities of numbers, they will, somehow, by\nthe exercise of their own natural curiosity, come into the possession of the\nprinciples of numbers. This is based on the most absurd psychology.\nPsychology of numbers is that of a race, not of an individual. The same\n\n"}
{"page": 776, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n715\n\nholds true about thrift. People, in general, think of money as a thing to\nbe used, not as an instrument of civilization to be explained and understood.\nSchools have never treated money as a social institution. Thrift depends\non an understanding of where money comes from, how it is related to labor\nand intelligent purchasing. Teaching thrift furnishes an excellent opportunity to emphasize the importance of social psychology as a basis of education. Yet schools pay no attention to money. It is merely used as an\nexample of the application of arithmetic. Children are taught to compute\ninterest and taxes, yet they get no insight into how capital earns interest\nor the justification of taxes. The result-when they leave school, they\nhave to learn lessons which are of a wholly different order from any that\nthe school teaches. The most numerous and most difficult problems of the\nworld today are those involved in social adjustment and control. Yet how\n\nshamefully negligent we are in making this principle a fundamental factor\nin all our teaching. Human life, group life is sadly neglected. Student\nteachers are not taught how to teach this principle.\nMuch time is now spent in drilling teachers in certain technique. There\nis also a great insistence on method. Now, both of these are essential, but\nwhen either one displaces the life of the study, then it ceases to be of value.\n\nTeachers are judged by their ability to make things so plain that he who\nruns may read. Children do not profit by such a procedure. There often\n\nis nothing left for the child to do, no contribution that he can make. It is\nsmall wonder that such children lose interest in school. We are willing to\n\nsacrifice personality, intelligence, and character for the sake of system,\nmechanism, and uniformity, so I say, a far-reaching reform must come\nabout in the selection and training of teachers, and a new type of educa-\n\ntional psychology taught if America wishes any sort of justice meted out\nfor her children .\n\nTaking stock account-Nobody expects the teacher, the school, to diagnose the children or to base the training of the children upon their abilities\nand defects. I say no one expects the schools to do this, in fact, the person\n\nadvocating this will be called an extremist. But in spite of these assumptions, the American public school dare not be a fixed quantity. Unless it\nbe changed from the present fixed quantity to a changing quantity, ready to\nmeet the needs of changing ability, the \"common denominator\" of America\nwill fall. Now, I am not going to say very much regarding the wasteslush-hodge-podge-hit-or-miss methods we have followed and are still following in our schools, but I do say that any attempt to teach a child\nwithout taking into consideration the psychology of the \"teach\" is a crime\nagainst the very foundations of civilization-past, present, and a thousandstrength crime against the civilization of the future. Unless we consider\nteaching as \"testing psychologically\" we surely can never expect to know\nwhether Tom, who comes to us in the first grade, can be educated or not.\nYet we start out on the assumption that Tom is \"innocent until he shows\nguilt.\" We attempt to teach him, we spend a whole year, two years, yes,\nI shamefully say, often eight years attempting to educate him, and ther\nease our conscience by saying, \"Oh, Tom dropped school to go to work.'\n\n"}
{"page": 777, "printed_page": null, "text": "716\n\nNATIONAL EDUCATION ASSOCIATION\n\nThink of the time and energy wasted on the part of the teacher, then\nconsider the value to Tom had he been tested so as to reveal his ability or\nperformances and his instruction adapted accordingly. What a wealth of\ngood had this been to Tom and the future! The trouble with us has been\nthat we based our methods on the assumption that under the right conditions all children would make satisfactory progress in school. This is\ncontrary to actual fact. Children do not fall into certain definite classes\nas the \"normal \" and \"feeble-minded.\" Instead, there are many grades of\nintelligence, due to mental endowment or innate ability. These differences\naffect the capacity to profit from the ordinary school instruction immensely.\nIs it not sound pedagogy to take the mental abilities of the children and\ninstead of holding all classes of children up to the level of the normal child,\nadapt our instruction to suit these various abilities in such a manner which\npermits progress according to ability ?\nHow many children, uneducable from birth, are incompetent of ever\nlearning the very fundamentals ? Have we ever tried to discover them ?\nTake the first subject we attempt to teach, reading. Do we take into consideration, do teachers take into account that reading includes abilities as,\n\neyesight, hearing, articulation, attention, memory span, imagination, and\nso on ? We teach, at least attempt to teach, this subject, year after year,\nwithout ever asking or trying to discover whether or not Tom could master\nthese different phases which reading involves. When Tom gets to the\nsixth school year, and he feels that he cannot get along in school, that there\nis nothing there for his capacity, he comes for an employment certificate,\nbut the law says, \"Tom, you have not passed the sixth school year, you cannot read, therefore you cannot go to work.\" Can the law, can we as teachers, tell Tom, or any one else, what standard he was supposed to reach at the\nend of the sixth year ? Why did Tom fail to reach the standard, if we had\na standard ? Was it due to teaching, no teaching, or was it innate, inborn\nlack of ability ? Who knows ? Do you as a teacher, do I as a superintendent, know ? Should we know ? Now, take it for granted that Tom\nwas uneducable : was it not a crime, if he possessed inborn disability to read,\nwas it not a sheer waste of time and energy to try to keep on educating\nhim? Did the school teach Tom anything which he could take with him\ninto life ?\n\nDid the school teach Tom habits which will hinder his success\n\nin later life ? Let us see. Tom came to us with the idea of being educated.\nHe started with the rest of the boys and girls. We accepted him as a\nnormal child. We gave him the same kind of instruction as the rest. We\ngave Tom the impression that he was a normal child, that he was profiting\nfrom his work in school to the extent of the requirement of the social\n\nworld. Everything went well with Tom, as far as he was concerned, until\nhe realized that he was not getting what the other boys and girls were\ngetting. Then Tom came to us for permission to drop school ; we said,\n\"No, Tom, you cannot do that, you have not yet learned to read.\" In other\nwords, we tell Tom that he has failed. ( We do not tell him that the school\n\n"}
{"page": 778, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n717\n\nhas failed, which would be the real truth, but it is always the child, not\n\nthe school that fails) . \"What! I failed after all these years of smooth\nsailing with my school ? I started out with the idea or impression that the\nschool taught children to master the fundamentals, the three R's, taught\nthem habits of strength, morality, success. But now I see that I was\nmistaken-the school does not teach those things at all, but teaches, at least\ntaught me, the criminal habit of failure.\" Ah, fellow co-workers, this may\nread like a myth, a theorized story, but is it not too true that the school\ndoes teach failure, that it crushes self-confidence, that it drives thousands\nof children into blind-alley jobs every year ? Yet the law says, Tom must\nattend school until he is 16, unless he can pass the sixth grade, upon which\ncondition he can go to work at 14. Now, I do believe in child labor\nlaws, in compulsory attendance laws, but I do not believe in such nonsensical, tommy-rot, and criminality as the compulsory laws demand.\nAny law which does not make provision for a substitute for the thing it\nprohibits, which equals the bad in the prohibition, is a crime against\ncivilization . This is exactly what the school attendance law is doing.\nIt prohibits Tom from quitting school, but does not offer a substitute\nbetter than the thing it prohibits. For in this case, we have granted that\nTom does not profit by the ordinary school instruction . Thousands of\ncases like this one can be sighted. Yes, the school teaches failure-it\nteaches Tom to run away, to become a criminal. Who was at fault, the\nintelligence of Tom or the lack of intelligence of the school authorities ?\nNow we all grant that the chief business of the elementary public school\nis to train the children to an adequate proficiency in the elements, so that\nthey may be able to earn a respectable living in accord with the demands\n\nof their fellowmen. Had the school tested Tom, had his innate ability\nbeen discovered, he would have been able to conform to the above aim or\npurpose. The examination would perhaps have taken thirty to forty- five\nminutes of the school's time, but these minutes would have revealed more\nthan a teacher can discover by the trial-and-error method in a whole school\n\nyear, yes more than was discovered in Tom's case during six years.\n\nI shall not continue with the days which followed Tom's ejection from\nschool. We can imagine what the life of a child will be as he grows to manhood, whose habits were habits of failure, whose self-reliance is crushed, as\nwell as his faith in the schools weakened. But on the other hand, let us take\nthe opposite of Tom's case . We must remember that at the same time that\n\nTom entered school, Dan also entered. Now Dan is the very opposite of\nTom. Dan is full of energy, he is in mischief all the time. Whenever\nhe recites, his work is about perfect. When assigned a task, he finishes it\nin from one half to one fourth of the time. We keep playing hide-andgo-seek with Dan for eight years. He finally discovers that there is nothing\nfor him in school, that all is horseplay, that he has to move with the rest\nof his class, even though he could move twice as fast. As a result, he loses\nconfidence in the school and drops out. Here again, the school has crushed\nconfidence and ability. Surely the school stifles instinct and ability and\n\n"}
{"page": 779, "printed_page": null, "text": "718\n\nNATIONAL EDUCATION ASSOCIATION\n\nmany a genius is lost to the world because the school lost him in mass\ninstruction. Yet it is from these types of children that the future leadership\nof the country must be drawn. If these children, the type of Dan, are\nnot given a grade of work calling forth their best efforts, they, too, like\nTom, will fall into bad habits. They will always remain at a lower\nefficiency than they are able to perform. Schools have lost to society some\nof the best brains by failure to keep rapid learners learning rapidly.\nI am fully convinced that the child who is normal, and the majority are\nnormal, can learn to get adequate proficiency in the elements in from three\nto four years. In other words, I believe that our public elementary school\ncourse can be covered proficiently in from three to four years. Furthermore, I believe that from 10 to 20 per cent of the children can be taught\nin one year what we now take two and three years to teach. On the other\nhand, I believe there are from 10 to 25 per cent who can never profit by\nthe ordinary school instruction enough to become proficient to the degree\nof using the elements for tools. I hear you say, \"Yes, that is your personal\nopinion.\" So it is. But in reply, I say, \"If you do not agree that it is a\ncrime to teach or rather, attempt to educate children who are not capable\nof being educated, that it is wrong to keep the upper 25 per cent of the\nchildren who are capable of going on faster than we permit them, due to\nslow groups, you must admit that you do not understand the problems\nentering into the instruction of the children in the very elements of school\nsubjects. Furthermore, you will agree that agriculture did not take on\nthe scientific aspect until certain processes were adopted, suited to certain\nkinds of soil, certain types of cattle, and so on. Yet, in the human, we\ndeny these same truths. My experience is not very old, but old enough to\nconvince me that from 25 to 50 per cent of our children can learn to do\nin one year what we teach them in two and three years, yes, can learn to\ndo the same things without even going to school before they are of school\nage. When a child not yet five years of age composes without a bit of help\nfrom any one letters like the following:\n\"I wish to thank you Grandpa and Grandma for the things you sent me for\nChristmas. It is so good of you to do this . Next Christmas, I must send you some,\nfor fear you will get cross at me, because you sent some to me.\"\n\nor again,\n\"Thank you Uncle and Aunt and Cousin Ben, for the many good things you sent\nme for Christmas. You were very good to me.\nare expecting you next summer.\"\n\nI like everything so much.\n\nWe\n\nthen I say, surely the school represses innate ability, because in school,\nfirst-grade composition does not compare to these above, and I want to\nfight for the child who is not yet able to fight for himself.\nIf I want to be real conscientious, I have to advise parents with children\nof a very high innate ability against sending them to school. We know\nthat in many instances ability is stifled by compulsion, law or rule, until\n\n"}
{"page": 780, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n719\n\nthe child is dwarfed in ambition and ability. In many cases, forcing a\nchild to stay in school has a far more degenerating influence upon the child\nthan the street.\n\nI do not wish to assert that we should make the educational road a path\n\nso smooth that it may be traversed by the child without using intellectual\ngasoline. I believe that pupils must be taught that life sets before them\ncertain duties and unescapable tasks; that duty is not going to be made\ninteresting; that Nature does not excuse and give us another chance; that\nour work is to be done, our lessons learned, not because they are easy,\n\npainless, interesting, but because they must be done. The important thing\nis that education shall be educative.\n\nIn order to be educative, we must\n\nknow how to differentiate between the uneducable and the educable. Only\nthe educable can be educated. This does not imply, however, that the\nuneducable should be left to themselves, that their course should consist\n\nof tea and soaked toast to be swallowed without effort, but it does mean\nthat their instruction, their teaching, shall be compounded so that they may\nbe trained to chew and masticate as much of the toast without soaking it as\npossible. In other words, the innate uneducable must be trained educated\nthey cannot be.\n\nTo determine who the educable or uneducable are, we can no longer\ntrust to opinion or environment. Whatever we wish to say concerning the\ninfluence of any one of these, we must admit that original capacity or ability\nis fixed before the child enters school. It must then follow that the purpose\n\nof the school must be the provision of such teaching as will exercise these\nalready fixed capacities. I do not wish to say that the original ability\ncannot be aided by training, but I am very confident that the schools\ncannot produce in a child what he does not possess innately. The schools\nmust provide a chance for the child to produce or show what is in him .\nThe child cannot do this unless his environment in school will be of such\n\na nature as to foster growth of the established abilities. Differences in\nability are due to differences in innate capacity, rather than to differences\nin environment. An environment highly favorable to the production of a\ngenius will not produce a genius; the innate capacity must be there. On\nthe other hand, although unfavorable environment may not suppress the\ninnate ability entirely, we all know that it often suppresses the functioning\nof that ability.\n\nTo provide for the environment suited to the different capacities of\nchildren, the teacher must know, first, the nature of the child's innate\ncapacities ; second, how to provide instruction suited to these abilities. We,\nas teachers, must confess that we really know neither. Unless we know\nsomething about the innate abilities we are going to teach for the average\npupil.\nThe affairs of the world will be run by those of superior intelligence.\nThe reason for this is that this class of individuals is not only the most\n\nintelligent, but humanly also that is, superior in justice and good\nwill. It has been a good investment to permit the intelligent to rule the\n\n"}
{"page": 781, "printed_page": null, "text": "720\n\nmasses .\n\nNATIONAL EDUCATION ASSOCIATION\n\nHistory proves this. So it must be in the future that superior\n\nbeings-mentally, morally, and religiously-must be the leaders. So I say\nwe are not making for class distinction when we classify according to mentality, but making for greater freedom, justice, and power.\nEducation must accept innate abilities as they come, but it is the business\nof the school to provide every possible exercise which will make them\ncapable of rendering the greatest service to the child. If inferior children\nare to be cared for, and not be allowed to become still more inferior, the\nhigh-school courses of our country must be readjusted so as to provide for\nthe children below the average; provide something which they can master\nand yet will have a real educative value. Surely, when 70 per cent of our\npupils in high school fail in one half of their studies, and more than one\nthird fall below the 95 I. Q., is it not time that we cease calling our high\nschools the people's colleges, and name them by the proper name-class\nschools or do the better thing, readjust the courses so as to care for the\npupils of varying capacity. This would be more like the ideals of a\ndemocracy.\n\nWhatever good may be credited to our public school system, we must\nadmit that we have failed to give the type of instruction which will help\nthe child to function properly. On the whole, all we can safely say, is that\nwe give a mastery (dare I say mastery?) of the fundamentals to the child\nin eight years of school life. Spending six or eight years on the mastery\nof the fundamentals for the bright child is a sheer waste of time. He\ndoes not need to be taught much after he has once learned the 3 R's; but he\n\ndoes need to be trained so as to permit him to use his ability in an\nenlarging way. The slow child must be given a working knowledge of\nthe 3 R's, then given work which he can master-even if it be training in\nmechanical processes or motor abilities.\nThe recognition of individual differences is the greatest boon that has\ncome to children since the dawn of time. The good work must go on .\nEqual opportunity in a democracy implies that every boy and girl, what-\n\never may be his or her physical, intellectual, emotional, or spiritual equipment, shall have an even chance with his fellows to develop to the utmost\naccording to his capacities and endowments. Upon city, State, and Nation\nis imposed the grave responsibility of providing unlimited educational,\nrecreational, and vocational facilities for our children and our youths. As\ngroups appear or are discovered that require special training, varied diversified avenues of instruction must be opened to welcome them. Our public\nschools are the one institution through which society can purposefully\nattack problems of a democracy. America is a democracy of souls a cooperation of free citizens who must be trained to develop and give their\n\nbest. If helping each child to develop his individual aptitude accomplishes\nthis aim, and it seems a safe process, let us, then, further that school system\nthat more nearly fits the child to his inevitable future-be it bricklaying\nor law-practicing.\n\n"}
{"page": 782, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n721\n\nRaising school revenue-The next point I wish to stress, before we can\nhave justice for children, is that we must be willing to spend for our\nchildren at least as much as we spend for our cattle. The business man\nmust be willing to pay the person who trains the mind of his child, at least\nas much as he pays his private secretary or his stenographer. Men must\nbe just as willing to pay an increase of a few dollars in taxes for education\nas they are to pay $30, $40, or $50 a week for an experience-trained nurse,\nin addition to three meals a day, a room, and pay her laundry, if his child\nis physically ill. A woman must be just as willing to pay an amount of\nyearly school taxes as she is to pay a cook for a week.\nOur method of raising school revenue here in America is the most anti-\n\nquated and absurd of any civilized country in the world. Our property\ntaxes and methods of assessments are the most ridiculous of any method in\nuse anywhere. No nation in the civilized world ranks as low, has as absurd,\nantiquated methods of raising revenue as America. We need to realize that\nmoney raised and spent for education is the best investment for any community. Until we do realize this, our children are going to suffer. School\nrevenue must be raised and spent upon the youth of America regardless of\nlocation-whether in the most modern city or the remote part of the\ncountry.\n\nYou say, \"Oh, you couldn't tax the whole country for education for a\nlocal community.\" Well, we are told that in times of peace, the teaching\nbody of America is our first line of defense; what is our second line of\ndefense at that time ? The army and navy. It is the first line of defense\nin time of war and I don't believe in putting away the army and navy at\nthe present time. We never hesitate, anybody, everybody, everywhere, to\nget the money to take care of the army and navy, and having laid the\ntaxes, we are not seriously concerned where we put the army or where we\nput the navy. We are not seriously concerned about that; we put them\nwhere we believe they will best contribute to National defense. Wouldn't\nit be wise if we would raise enough money for our army of millions of\nchildren, then place it where it would serve them best ? I have a notion\nthat there are eight to ten millions of children in this Nation who are not\ngiven a fair chance of justice because we have a financial system for the\nsupport of our free public schools that is as inadequate, inefficient, and\nchildish as anything that can be found in any civilized nation. Yes, justice\nfor the child will come only when we secure an adequate supply of money\nto insure a fair chance for every child regardless where they may be.\nOf the thousands of residents of any large city, comparatively few reside\nin the city. When their children reach school age, their education will\nbe provided by the rural and small town school. Because the country\nteacher has to teach all subjects and all grades, she ought to be the best\n\ntrained, most experienced, and the best paid. In fact, she is the youngest,\nleast experienced, least well trained, and lowest paid. As good schools in\nthe country as in the city is the only safe and sane course for any nation.\nWe cannot shake off our mutual responsibility. Let us not forget that the\n\n"}
{"page": 783, "printed_page": null, "text": "722\n\nNATIONAL EDUCATION ASSOCIATION\n\ndegree of educational opportunity for a child in city, mountain, or ranch,\nor plantation sections of the various States is a problem and a responsibility\ngreater than that of any army and navy, of greater urgency than railroads,\ncotton, wheat, or coal, for then only will justice come to the child.\nThe time for an educational up-plowing surely is at hand. The traditional and medieval must become a relic. Teacher training schools must\ngive us another type of teacher-this teacher must provide another type\nof instruction; this instruction must care for innate abilities. This will\nprepare the children not to master facts only, but prepare them how to\n\nact with greatest efficiency in the niche which may be their lot to fill in\nlife. Finally, this up-plowing must demand a new type of educational\nadministrator-one with leadership and vision, one able to educate the\npublic to the need for '\nJustice for Children.'\nIt seems that only in the educational field can a man talk feeble-minded\nnonsense and get a hearing, yes, a hearing with an encore. I am convinced that about 20 per cent of the children fail to function in schoool because they have to lockstep in order to conform to a prescribed course of\nstudy administered by a supervisor with less vision than the 20 per cent\nwho fail to function. Yes, I am convinced that the large percentage of\nblind alley jobs are held because the persons holding them have been made\nto lockstep in school to the orders of one of these short-visioned educational\n\nfrauds. Yet, we call this a democracy! The remedy for deficiencies is not\nignorance, but vision. If the educational reins were given to men with\na real understanding of the principles underlying a democratic government,\nmen with vision of the future essentials of the training in schools in order\n\nto conform to these principles, instead of petty politicians seeking selfish\n\nends, we would soon be out of the educational tommy-rot, hit-or-miss\ncalamity we are finding ourselves struggling in today, and justice for children would reign supreme.\n\nJUSTICE FOR TEACHERS\n\nE. MARIE GUGLE , ASSISTANT SUPERINTENDENT OF SCHOOLS , COLUMBUS\nOHIO\n\nIn its derivation the word justice is based on the Latin \"jus,\" meaning\nright or law. The Romans had three words for law, fas, lex, and jus.\nEach of these Latin words has a distinctive meaning. Fas means that\nwhich is spoken or laid down, as divine law or that which is right in the\nsight of heaven. Lex refers to the laws that have been gathered up and\nreduced to writing; the man-made code that can be read, a statute. The\nword jus carries a bigger idea. Literally it means that which morally\njoins or unites; that which is just, fair, good, right, and proper; conforming to whatever is righteous in the dealing of one man with another; giving to every man his due.\n\n"}
{"page": 784, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n723\n\nPlato conceived the ideal justice to be obtained in perfect social harmony\nin beneficial activities. Aristotle said that justice is the practice of virtue\n\ntoward others. He distinguished between distributive justice and corrective justice. Distributive justice is distribution according to merit and\n\ncorrective justice is designed to rectify errors of distribution. Justice includes the idea of fairness, impartiality, and requital according to merit\nor desert, equity as distinguished from mere legality.\nFrom these definitions of justice, as fairness and impartiality, we must\nconclude that there should be no conflict between justice for teachers and\njustice for pupils or for those in higher places. When all teachers can\nlook at all school problems from the point of view of the pupil, the parent,\nand the administrator, as well as from that of an instructor, many of their\nideas of injustice will disappear.\nSome teachers feel that raising the personal and professional standards\nof requirements for entrance into teaching is an injustice. It may work\na hardship upon a few individuals, but even the majority of teachers agree\nthat it is beneficial to the many. Teachers' rights imply teachers' obligations, one of which is adequate preparation. We should all welcome every\nmove toward better preparation and selection of teachers. If more careful selection and rating of applicants were made before they get into the\nteaching profession, the fewer the cases of so-called injustice there would\nbe in the schools.\n\nI have never known of an instance where a teacher was\n\nnot reëmployed, that he did not feel that a rank injustice had been done,\neven in cases in which a whole year of warning or probation had been given .\nHis inability to see the true situation is probably the cause of his dismissal,\nfor, a teacher who is reasonably well prepared and has any possibilities for\ngrowth can usually be helped by a principal to become a satisfactory teacher,\nprovided he can see his own strengths and weaknesses. But a teacher,\nwho does not know when he is failing and cannot see his deficiencies even\nwhen they are pointed out to him, is well nigh a hopeless case for a principal.\n\nThis situation suggests the subject of tenure. I believe in tenure. I\nbelieve that every capable teacher should feel secure in his position; that\nhe should not be humiliated by having to be reëmployed each year. On the\nother hand, I believe that the idea of the teacher's uncertainty and the\nresulting nervous strain about reappointment has been greatly overdone.\nI do not know about some reported conditions in rural communities, but\nI do know that no teacher in a city system whose work is reasonably satisfactory ever had anything but permanent tenure. Too much turnover in\nany business is an economic loss. The superintendent as well as the business man realizes this fact. Then, too, the superintendent finds it difficult enough to fill vacancies caused by transfers, marriages, and deaths,\nwithout deliberately making more trouble for himself by unnecessary dismissals.\n\nThe most insecure position in the public schools is that of the superintendent, but no tenure bill attempts to give him permanency. No tenure\n\n"}
{"page": 785, "printed_page": null, "text": "724\n\nNATIONAL EDUCATION ASSOCIATION\n\nbill that I know of is eminently satisfactory. Perhaps, the California law\nis the best because there is less of it.\n\nAs I suggested before, I believe that teaching should be on such a professional basis that annual appointment should not be made, and teachers\nshould know that during good behavior and satisfactory teaching, they\nneed have no concern about their tenure.\n\nSome persons think the social order would benefit by more strict divorce\nlaws; others think divorce should be made easy. That is a mooted question. But for the sake of the children, it should be easy to divorce an in-\n\nefficient teacher from his position. Justice to him, however, demands that\nthe teacher should have had competent supervision, definite written statements of his deficiencies, and a reasonable period of probation with its\nchance to improve .\n\nBut, the question comes, \"Who decides whether or not a teacher is inefficient ?\" The answer is, \"Unquestionably, the principal.\" Of course,\nbefore approving a principal's recommendation for a teacher's dismissal,\nthe superintendent should give some personal attention to the problem ,\nshould work with the principal in trying to help the teacher improve ; and,\nin case of failure, should share with the teacher and principal the responsibility for it. It is no more a credit to a superintendent or principal\nto have numerous cases of dismissal from his school than it is to a teacher to\nhave numerous failures in his class .\n\nCannot this organization devise some simple plan, without so much\nred tape and so many restrictions, that will relieve good teachers of the\nembarrassment of annual appointment, will raise the dignity of the profession, insure tenure to the worthy and justice for all?\nJustice for teachers should mean a salary schedule that is more than a\nminimum wage scale. It should mean a professional competence that\nwill insure a reasonable indulgence in the luxuries, pleasures, and refinements of life. It should be commensurate with the incomes of other professions, if ours is to attain equal social prestige and respect.\nMany cities are already leading the way for the rest of us by breaking\ndown the tradition that the prestige and salary should increase with the\nage and grade of the pupils taught. They are rightly maintaining a single\nsalary schedule for teachers with the equal qualifications, so that the artist\nteacher of the first grade has an equal chance with an ordinary high school\nteacher. Fairness, impartiality, and justice demand that such salary schedules become operative everywhere.\nSome one may raise the cry, \"Oh the cost would be prohibitive.\" So\nmany generations of school teachers have been forced to live in poverty that\nas a group we have become penurious. We have been so humbly grateful\nfor mere pittances that a public opinion has been developed to the effect that\nthe people have been generous and the schools are extravagant. If we\nplace a low value on our services, the public is willing to agree with us. If\na doctor would charge only fifty cents a visit, people would begin to ask,\n\n"}
{"page": 786, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n725\n\n\"What is the matter with him?\" On the other hand, if he puts a high\nvalue upon himself and charges five dollars or twenty-five dollars for his\nadvice, the public believes he is an expert and many flock to his office.\nJustice demands of teachers that they give efficient service, then it demands\nfor them a generous salary. An enlightened American public will meet\nany reasonable demand for the schools. Anything else would be a travesty\non American justice, for it is in the American public school that the ideas\nof fair play and justice are fostered and developed in the American youth .\n\nA salary schedule represents the legal phase of this subject. It can lay\ndown very definite, objective, measurable requirements, such as age, health,\nnormal diplomas, college degrees, and experience. These objective measures are necessary as the best we have, perhaps, but they are in no way\nsatisfactory and infallible measures of teaching ability. These measures\nshould be used in establishing minimum requirements for entrants into\nthe profession but, in my judgment, should not be the basis for special increases .\n\nGiving a bonus for attending a summer session or for securing\n\na given number of university credits is a very questionable procedure.\n\nAccording to Aristotle's idea of distributive justice, extra compensation\nshould be given for unusual merit. As every class of pupils has its wide\n\nrange of individual differences, so every group of normal graduates will\nvary. No doubt, a few will fail as teachers. A large group will become\ngood, average teachers, a very few of whom will ultimately become exceptional or outstanding teachers. Justice for teachers demands a uniform\nsingle salary schedule applicable to all teachers, elementary, junior and\nsenior high school, and to both men and women. This schedule should\nbe based on a reasonably high standard of qualifications. It should be\nautomatic in its operation. Its minimum should be sufficient to permanently attract capable persons to the teaching profession. Its maximum,\nwhich all teachers should reach, should be high enough to insure a good com-\n\nfortable living for the teacher and his family, without worry and undue\nsacrifice of the pleasures and finer things in life. The annual increment\nshould be large enough to enable the teacher to reach the maximum as\n\nsoon as he reaches what might be called his teaching majority. That does\nnot mean waiting till he grows gray or decrepit in service. It should be\nwhile he is young enough to profit by this maximum during the many best\nyears of his maturity. It should be high enough to make charity pensions\nunnecessary .\n\nIn Dr. McAndrew's article on \"Justice\" in the World's Work of March,\n1924, he quotes Thomas Churchill, a lawyer and president of the New\nYork Board of Education as saying :\n\n\"I am not so much concerned with justice to teachers as I am with\njustice to the public. For a school board to keep down the wages of\nteachers to a charity basis is to retard the progress of the Nation and to\ndissipate its prosperity, endanger its safety, and destroy its happiness.\"\n\nUntil a proper salary scale is well established, a teachers' pension is necessary and desirable. But we hope for a better day when, instead of be\n\n"}
{"page": 787, "printed_page": null, "text": "726\n\nNATIONAL EDUCATION ASSOCIATION\n\ning objects of charity, teachers will have their due respect from the public\nand their rightful social position.\nBeyond this uniform salary schedule should be a super-schedule for the\nexceptionally superior teacher, who remains in the same school system and\ndefinitely proves his superiority. The number of teachers in this group\nmust necessarily be small, not more than ten or fifteen per cent; for, as\nsoon as a large proportion of the teachers enter the group, they cease to be\nexceptional . The selection of these superior teachers should be the impersonal judgment of the principals, supervisors, and superintendents .\nThe objection may come that such discrimination will cause hard feelings\namong the teachers. Let such teachers withdraw and enter any other\nkind of occupation and they will soon learn that, except in the most menial\nkind of work where there is a wage scale, each person is paid according to\nhis merit as determined by one person, the owner or the manager. As\nbe assured that there never will be an adequate maximum for the best\nin the profession. It will always be an average salary for the average\nteacher. The teachers themselves have a wonderful opportunity for\nmaking a big contribution to the profession by facing this problem, not in\na personal selfish way, but in devising a salary schedule based on merit that\nis fair and just to all. Justice demands that teachers meet this issue in\nan impersonal professional attitude of mind. If teachers teach justice, they\nshould practice it towards their fellows. Superior teaching means so\nmuch more than good instruction, although that is a very essential feature.\nSuperior teaching has so many other intangible, spiritual phases that can\nnot be described or readily measured. They depend upon the heart as\nwell as the mind. They include the teacher's sympathies, attitudes, in-\n\nterests, manners, refinements, genuineness, sincerity, force of personality,\nas well as his I. Q. and his knowledge of subject-matter and methods.\nThe latter important group is readily tested or measured; but the former\ngroup is most important and, unfortunately, cannot be measured by objective standards.\nTeachers do not hesitate to grade pupils with a combination of objective and subjective measures, but they object strenuously to being graded\nor rated by their principals or supervisors. They claim the personal element enters into the judgment. Yet are their own ever free from that\nelement ? There are many pupils who are deliberately \"marked down\"\nand even failed by teachers, not for lack of knowledge or inability to do\nthe work but as a means of discipline .\n\nDespite their protests, teachers cannot escape the judgment that is being passed upon them by the pupils. It is usually unbiased and accurate.\nIf a group of seniors in a high school were asked to select the superior\nlong as teachers oppose extra salary for certain superior teachers, they can\nteachers of the corps, their judgment would not be far wrong, but I am\nnot recommending this plan.\n\n"}
{"page": 788, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n727\n\nIn no other business or profession is there such a dread of supervision\nand rating of work. It seems that because teachers in the classroom deal\nwith the immature and submissive pupils, they fail to learn that give and\ntake of suggestion and criticism that comes from association with one's fellows in other occupations. The teacher who assumes most authority in the\nclassroom resents suggestions most. As a group, teachers, especially\nwomen teachers, take things too personally. One of the best talks to\nteachers I ever heard was one given to the Columbus principals by our\n\nformer Superintendent J. H. Francis, on Attaining the Impersonal. That\nphrase is a key to successful supervision and growth of teachers in service.\nJustice for teachers demands that they have competent, fair-minded\neducational leaders as their principals and supervisors. Unfortunately, in\nsome systems, the incompetent but ambitious pedagogue, who plays petty\npolitics, sometimes is found posing as a principal. The most pivotal positions in the whole school system are the principalships, especially of the\nelementary schools .\n\nJustice demands that teachers' programs be more or less standardized\nand equalized. It is the business of the principal to make such a program\nand to distribute the work so that one teacher will not have 200 pupils a\n\nday in six classes, while another has only 90 pupils in five classes. The\nprincipal should equalize the teaching load and not overwork the willing,\ncapable teacher while shielding an incompetent one.\nThe teacher has the right to have a principal who knows good teaching\nwell enough to approve it when he sees it and to give helpful suggestions\nfor improving it.\n\nMany rating blanks have been devised, but most of them are too cumbersome.\n\nIn Columbus, we have a very simple one.\n\nIt is merely a small\n\nsheet about 5\" by 8\" with a heading showing the school, the teacher, the\nsubject taught, and the date of the visit. The blank is divided into two\nparts by a line. In the upper part is the heading. \"Evidences of satisfactory work, \" and in the lower part, \"Definite suggestions for improving\nthe work of the teacher.\" At the bottom is a line for the signature.\n\nAt least once each semester, every principal and supervisor is expected\nto visit each teacher in his school or department and fill out a blank in\ntriplicate. One copy is given to the teacher at a personal conference held\nsoon after the visit; another copy is kept on file in the principal's office ; the\nthird is sent to the assistant superintendent of the district.\nThis simple blank has these advantages. It encourages the teacher by\nhaving the good features of his teaching recognized and approved. It\noffers definite suggestions for the improvement of the work, which every\nteacher should welcome. There is no place on the blank for destructive\ncriticism. Some such simple device is far more satisfactory than complicated rating cards .\n\n\"Justice to teachers demands that they be supplied with the best texts\nand equipment available. Certain departments seem to get more or less\nabundant and expensive equipment while others are expected to get along\n\n"}
{"page": 789, "printed_page": null, "text": "728\n\nNATIONAL EDUCATION ASSOCIATION\n\nwith little or none. Costly apparatus is supplied to every physics laboratory, but what per cent of the high schools have transits and slide rules,\nor even graph charts, tape measures or models for the mathematics department ? It speaks well for the professional spirit of the kindergarten\n\nand first grade teachers, but not for the budget makers, when these teachers\nspend three to five per cent of their meagre salaries in buying supplies and\n\nseat work for their little people. Justice demands greater equity in distribution of equipment and supplies.\nEvery one knows that in State adoptions of textbooks politics play such\na large part that the quality of the books is seldom considered. The re-\n\nsultant forcing of poor texts on the teachers is a rank injustice. They\nare entitled to the best and the best for their particular school system.\nTherefore, they are entitled to local option on textbooks and equipment.\nIt is hoped that the day will soon come when the selection of texts and\nequipment will be on a purely professional basis with no undue pressure\nfrom without.\n\nJustice for teachers demands that parents and the public give them\nintelligent coöperation. There has been great achievement in this respect,\ndue largely to the efforts of the Parent Teacher Association. But much\nremains for them to do in interesting and educating the thousands of\nparents who are not yet reached by its influence or that of the school.\nSUMMARY\n\nThe idea of justice means conforming to whatever is righteous in the\ndealing of one man with another. It includes fairness, impartiality, and\ngiving what is due according to merit.\nThe teacher's rights imply the teacher's obligations ; first, in making adequate preparation ; second, in giving the best of service, and third in\nmaintaining a fairminded, unselfish, impartial attitude toward his pupils,\nhis school, and his fellow teachers.\nJustice demands for the teacher that he should not be humiliated by having to be reappointed annually, but the inefficient teacher should not be\ngiven a strong hold on his position. Except in rare instances, good teachers\nhave permanent tenure in reality but not legally.\nJustice demands that there should be a single salary schedule, with\nno discriminations as to grade or sex, which guarantees a wage adequate for\n\na comfortable living for the teacher and his family. It also demands that\nthe exceptionally superior teacher receive an extra salary according to his\nsuperior merit, in order that the best may be retained in the profession .\n\nIf the American people, one of whose ideals is justice for all, are to\nestablish justice for the teacher, they will give him the same social prestige\naccorded to a member of any other profession, and even more, on account\nof his greater service to his country.\nJustice demands that the teacher's salary be such that the charity of pensions may be safely abolished.\n\n"}
{"page": 790, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n729\n\nJustice to the teacher further demands that he have only the best edu-\n\ncational leaders as principals, supervisors, and superintendents; that the\nschools be administered so as to insure equalization of work and be supervised in an impersonal, constructive manner; that the teacher be supplied\nwith the best textbooks and equipment available, equitably distributed.\nIn the name of American justice let the American parents and public\ngive the teachers an enlightened, intelligent, helpful support, and coőperation, which is their due.\n\nWhen these demands of justice are met, the teachers stand ready to\npledge to the public better teaching, better service, and better results, the\nnatural outcome of working under improved conditions, with less worry\nand greater appreciation.\n\nJUSTICE IN HIGH PLACES\nARTHUR C. PERRY, JR. , DISTRICT SUPERINTENDENT OF SCHOOLS\nNEW YORK CITY\n\nAny consideration of the subject of justice in connection with our public\neducational institutions must have in mind that the fundamental justice is\njustice for the pupil, for whom alone the public school exists. Rights of\nteachers as teachers are rights only when they involve rights and interests\nof pupils. Injustice to teachers may be of public concern, but not because\nit is an offense to the persons who happen at the moment to be engaged\nin teaching. It is because it is impairing the efficiency of the service\nrendered to pupils and is therefore an offense against them.\n\nConsequently, in any specific instance, to determine whether an action\nwhich is regarded by the teacher as an injustice to her, is to be construed as\n\nof public concern, we apply this criterion: Does the questionable action\nresult in present or ultimate impaired service to the pupil ? If it does not,\nit is merely an incident to which the ordinary rules of personal relationships apply. If it does, it is a civic offense and is to be dealt with in the\nrealm of the public welfare.\nWhen we extend our consideration to the other elements of the admin-\n\nistrative organization-the principal, the superintendent, the school board\n\n-we must recognize the same principle and apply the same criterion.\nMany of the forms of injustice, legitimately so termed, that affect the\n\nteacher, carry over to the administrative personnel, and are shared by\nprincipals and superintendents. But in addition to these there are certain\nothers which inhere distinctively in the executive position.\nBefore we note these injustices, and in order to evaluate them properly,\nlet us remind ourselves of the status of the American public school. The\nstate everywhere has a tremendous stake in education. Practically every\ncivilized nation recognizes, at least theoretically, that its schools constitute\nits first line of defense. It must, therefore, regard its obligation to main\n\n"}
{"page": 791, "printed_page": null, "text": "730\n\nNATIONAL EDUCATION ASSOCIATION\n\ntain a system of public education with especial seriousness. America can\nbe no exception. Our youth must be so trained that a citizenry is developed\nthat is not only literate and economically competent, but well grounded in\nthe history of the Nation and unswervingly loyal to its traditions. Some\nof our people are naturally fitted to lead their fellows; but by far the\ngreater number must limit their service to the Nation to the exercise of the\nfranchise and the choice of those who are to lead them. The schools must,\n\ntherefore, both train the few to leadership, and train the many to such a\ndegree of intelligence that they will choose sound leaders and reject the\nself-seeker and the demagogue.\nThe public schools are a factor in the common defense, even in the\nnarrow field of military competency. The civilian drafted in time of war\ncannot render satisfactory service unless he is intelligent in mind as well\nas patriotic at heart. The World War opened our eyes to the appalling\nextent of illiteracy among our fighting men. In these modern days a man\nwho cannot read orders or write his name is less than a 100 per cent fighting machine.\n\nAmerica's schools, therefore, are essentially a matter of National concern.\nThough this is everywhere conceded, there is no agreement of opinion as\nto the extent to which this nation-wide concern shall find expression through\nformal direct action by the Federal Government. The establishment and\nmaintenance of public schools is legally a function of the individual States\nand sentiment is strong that it shall remain so. Such functions as municipalities or other political subdivisions exercise is by the will of the sovereign\nState, whose ereatures they are. American opinion is clearly not yet willing\nthat the States shall do now that which they did not do at the time of\nthe adoption of the Constitution-specifically transfer to the Federal\nGovernment the power to control public education .\nIn military defense, need for direct action by the National Government\nis instantly recognized. It is not left to each State to decide for itself\nwhether or not it shall contribute or to what degree-toward the\n\nrepulsion of a foreign enemy who is making an attack on the country. Yet\nin educational defense, against ignorance, against illiteracy, against propaganda that would undermine its traditions, the Nation is dependent upon\nthe forty-eight States with their wide variations in resources and interpretations.\n\nIt is true that every one of the States has, by one phrasing or another ,\nwritten deep into its organic law-its State Constitution a mandate to its\nlegislature to establish and maintain a system of free public schools. But\nthe variations from State to State are extensive, even extreme.\n\nThis we\n\nrealize when we consider any of the essential phases of school administration-the number of days schools are in session, the financial support given\nthe schools by State and by local treasury, compulsory education provisions,\nthe standards for teaching licenses, the extent and quality of supervisionto mention but a few.\n\n"}
{"page": 792, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n731\n\nNational defense in terms of education does not have to be written in\n\nuniformity of details. We do not need, we do not want, we could not\ntolerate, any Federal system of schools which, with bureaucratic deadliness,\nmade every classroom in the United States look like every other classroom,\nevery teacher act like every other teacher, and every curriculum keep step\nwith every other curriculum. Yet we cannot abandon the proposition that\nthe National safety, the National interest, the National honor even, demand\nthat certain accepted American ideals be exemplified in every American\npublic school. These ideals have to do with the rights and privileges of\nthe American child, which include also his social and civic duties and\n\nresponsibilities. These rights cannot be accorded him unless the rights\nof his teachers are zealously guarded, using here the word teacher in its\ngeneric sense to include all those who serve the pupil in whatever capacity.\nLet us now inquire rather specifically into the rights and wrongs encountered by the educator-personnel, which are to be interpreted in terms\nof the rights and wrongs of the pupils of America, and therefore of America\nherself.\n\nIn the whole series of school relationships we may state the case\n\nthus : The pupils are entitled to proper teaching by the teachers; the\nteachers are entitled to proper supervision by the principal; the principals\nare entitled to proper leadership from the superintendent; the superintendent is entitled to proper coöperation from the school board; and the\nschool board is entitled to proper support from the community and the\nState. If we add that the State is entitled to the loyalty and fidelity of\nthe pupils, both in the present and in the future, we have completed the\ncycle and epitomized American educational theory and policy.\nWhatever, then, impairs adequate teaching for pupils, adequate super-\n\nvision for teachers, adequate leadership for principals, adequate coöperation\nfor superintendents, or adequate support for school boards, is an attack on\nall, an attack on American childhood, an attack on America. The right of\nthe pupil to adequate teaching and the right of the teacher to adequate\nsupervision and just treatment have already been treated. There remain\nthe rights of those in the so-called \"high places,\" high only in the sense that\nthe occupants hold positions of large trust and responsibility and are obligated to serve a larger number of individuals than does the teacher.\nAmong the more important rights of the principals a few may be noted.\nThe violation of any of these is a personal injustice to the principal, but\nwhat gives it social significance is the fact that it is an injustice to the pupils\nin whose service he acts. The enumeration is by no means complete, but it\nsuffices to illuminate the general principle.\n\n(1) A cultural wage. If the position does not pay a salary sufficient to\nenable the principal to move among cultured people of even moderate\nmeans, then the pupils and teachers are not receiving the stimulus of that\nquality of leadership which alone can result in adequate service to the\npupils .\n\n(2) A protective tenure. If the principal has hovering over him the\ncontinuing fear that his services may be discontinued on short notice, per\n\n"}
{"page": 793, "printed_page": null, "text": "732\n\nNATIONAL EDUCATION ASSOCIATION\n\nhaps as the result of the whim or the misconception of some layman enjoying a brief authority as a school board member, then he cannot give his\n\npupils that impartial and free-from-worry devotion to which they are\nentitled.\n\n(3) Clear delimitation of his powers and obligations. If the principal's\nfunctions are not clearly defined, if he does not know whether he or some\nteacher or the janitor or the superintendent is responsible for the performance of certain duties, then there is conflict, dispute, and waste, and the\npupils suffer.\n(4) Respect for his administrative headship of his school. If the superintendent or the board member fails to recognize the administrative head-\n\nship of the principal and gives orders to teachers and pupils unknown to\nthe principal or over his head, then the principal cannot administer his\nschool consistently and the pupils are the losers.\n(5) Freedom from ex parte decisions. If pupils, teachers, parents, and\nothers can go to the superintendent or the board member with an unsubstantiated complaint concerning the principal and get a decision against\nhim without his having had a hearing, then not only is the principal himself\ncruelly wronged, but the integrity of the whole system is threatened, and\npupils get false ideas of procedure and of justice.\n(6) Recognition of accomplishment. If the devoted and efficient service of the principal meets no sign of commendation, if he sees others, by\ncommon agreement of lesser ability and competency than himself, given\npreferment in the material rewards of salary and promotion, then he is\n\nsubjected to a strain that no battery of professional ideals charged by\ndevotion to childhood and to the art of teaching can entirely overcome,\n\nand his pupils are bound to receive in the end a smaller measure of enthusiastic service than that to which they are entitled.\nPassing from the principal-and we have but sketched an outline of his\ndifficulties to the superintendent, what are the injustices to him which\nmay properly rate as injustices to pupils ?\nBy way of preamble let us utter a caution that applies to the superin-\n\ntendent and to all others in the educational field, indeed to people generally\nin any line of endeavor. Don't take things, or oneself, too seriously. Ask\nthe successful business man his occupation, and often his reply is \"I'm in\nthe insurance game,\" \" I'm in the realty game,\" \"I'm in the advertising\ngame,\" thus expressing the zest that he puts into his work. Whatever it is,\nit is for him a game. He knows by the experience of years, if not by\ninstinct, that every business has its defeats as well as its victories, its losses\nas well as its gains, its outs as well as its home-runs. He knows what offside play is, he knows what a foul-tackle is, he knows there are aces hidden\nin flowing sleeves, and he knows that sooner or later he is to encounter\nthem. When he does, he meets them with courage and complacency,\ncharges them to profit and loss, forgets them and plays the game.\nWe in the educational business must learn this lesson early. Can we say,\n\"I'm in the school game,\" and know that we have disciplined ourselves as\n\n"}
{"page": 794, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n733\n\nwell as our pupils and teachers? Have we developed the protective armor\nof philosophy and humor that holds its sense of proportion when we encounter the inevitable set-backs, however unjust they may seem at the\nmoment? If not, perhaps we would better take a course in the training\nschool of the book peddler and study the architecture of the doors that are\nslammed in our faces. All of which is but to say that before we use up too\nmuch time declaiming about the injustices we meet, we make sure that we\nare setting aside those personal annoyances which, though looming large\nunder the microscope of our sensitiveness, are after all but the by-products\nof normal earthly existence.\nAs the experienced superintendent of a Tennessee city writes me, \" I do\nnot feel that in my career as superintendent I have suffered any injustices\nwhich are really worth complaining about.\" And, as a Maine superintendent says, \"the apparent injustice that the superintendent brings upon\nhimself, due to his own ignorance, lack of foresight, or adaptability, is no\ninjustice.\"\nBut after discounting the unimportant phases of the superintendent's\ntroubles there remain certain real difficulties that he frequently encounters-\n\nreal because they impair in a disproportionate degree his service to teachers\nin their service to pupils.\nA Vermont superintendent finds hampering the fact that he is expected\nto mingle on even terms with the professional and business men of his city ;\nif he does not he loses in prestige and support; but he is expected to do this\non an income far inferior to theirs.\n\nHe also finds his time that should\n\nbe devoted to the direct interest of his pupils frittered away in what he\ncalls running errands for the board of education.\n\nAnother waste, as cited by an Idaho superintendent, is involved in being\nobliged to spend his time in fruitless interviews and sending misdirected\npeople to the right persons for attention. He refers, too, to a common\nexperience in these words : \"Like every other man in public life I get a good\nmany axes to grind. I am a very busy man, trying to serve all the people,\nand consequently have to turn down these odd jobs. The result is that\nthe ones who have axes to grind find that they are not sharp enough to cut.\nso they use them for hammers. My friends hear the knocking and know\nthe meaning of it, and yet they consent to the noise and disturbance.\"\nSimilar to this is the sort of thing referred to by a South Carolina\n\nsuperintendent-the experience of being misquoted or but partially quoted,\nwith the result that he is misrepresented in the minds of the public. This\ngoes hand in hand with well-intentioned but badly informed criticism.\nAgain, he encounters the injustice of being held responsible for events and\nresults controlled by others, and of not being allowed time in which to\nwork out a program.\n\nFrom Wyoming and elsewhere comes the objection that the newspapers\ndistort the facts; from Texas, that to the superintendent are assigned\n\"unholy motives\" and incorrect information is circulated; from Illinois,\nthat the community and the school board do not accept the judgment of\n\n"}
{"page": 795, "printed_page": null, "text": "734\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe superintendent as that of an expert, as they do in the case of other\nprofessions.\nLack of proper coöperation by the school board is cited in various ways :\n\nWest Virginia says, listening to unwarranted rumors by the disappointed ;\nConnecticut, interference by busy-body members of the board; Pennsylvania, the urging of the appointment of unqualified relatives and friends ;\nNew York and Minnesota, taking action on important matters without\nconsulting the superintendent. Nebraska is not alone in decrying the\nexercise of political, commercial, and religious pressure on the superintendent.\n\nFrom Ohio comes objection to the practice, by no means uncommon, of\n\nseparating the educational and material phases of supervision, so that the\nsuperintendent is unable to subordinate building, equipment, and supplies\nto teaching.\n\nMississippi cites the practice of the so-called \"best citizens,\" through\npromise or threat, to influence action to secure what they know to be of\nselfish advantage to themselves and not of interest to the schools. General,\ntoo, is the demand, cited from Iowa, for tax retrenchment and changes\nthat impair proper educational progress. The Board magnifies the dollar ,\nnot the child.\n\nI have referred to the geographical sources of some of the testimony on\nthe matter of injustice to pupils through injustice to superintendents because it stresses the fact that conditions are generally distributed, and in no\nsense isolated. To be sure, there are hundreds of school systems where\n\nthe community recognizes its obligation to its children. Such a community\noperates with the knowledge that it can fulfill this obligation only by\nemploying a competent superintendent and then giving him reasonable\nopportunity to work out the common problems unhampered by extraneous\ninfluences or faulty administrative procedure. Nevertheless, scattered\nwidely throughout the land, opposite conditions are to be found all too\nfrequently for the ultimate safety of a nation with democratic ambitions\nand ideals.\n\nTurning now from the superintendent, the final unit in the scheme of\nadministration is the school board. A board may be composed of highminded and devoted individuals and yet find itself confronted with conditions which prevent it from rendering proper service to pupils. The\nboard itself may know good teaching, good school management, and good\nsupervision. Knowing this, it also knows that these things cost money,\nbut it may find that the very community which it represents is unwilling\nto tax itself to secure them. In consequence, in spite of a conscientious\n\nand intelligent school board, the children of an ignorant or parsimonious\ncommunity are defrauded of their birthright as Americans, and America\nis suffering attack within its own lines.\nThese, then, are some of the difficulties experienced by principals, super-\n\nintendents, and school boards, when they endeavor to function in full\nservice to America's children. The resulting loss is a loss, not alone to\n\n"}
{"page": 796, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n735\n\nthe teaching personnel, but to the children and to the Nation. The interest of the Nation and of the teaching profession is identical. Any\nattack on the Nation through its schools is an attack on the teaching profession ; even more, an attack on the profession is an attack on the Nation.\nTheoretically the Nation itself, through its governmental agencies, should\nrepelthe attack. But the Nation is more impersonal than the profession. It\nis more unwieldy and less easy of mobilization. It needs the counsel and\nhelp of the personal profession. Specificially, then, how can the profession\nmobilize to give this help?\n\nThe obvious answer is that the teachers of the land should so organize\nthemselves that the weight of their numbers and the strength of their\ninfluence shall be ready to be thrown against any community-any State,\nany city, any village-that attacks the Nation by failing to maintain its\nown segment in the line of educational defense. Already the teachers are\norganized through this National Education Association into a professional\nbody that stands as a unit in service to the Nation as a whole. But a\ngreater service is yet demanded of them: that they do what the Federal\nGovernment itself cannot do-could not do without a catastrophic reconstruction of its machinery-namely, discipline any community that turns\ntraitor to America by neglecting its schools. For neglect on the part of\nany community to do its share in providing for the common defense in the\nface of the enemy-ignorance, prejudice, propaganda, and anti-American\nideals\n-is nothing short of treason.\n\nHow shall the teachers of the Nation organize for mobilization, and how\nshall the organization operate ? Through a national professional union.\nNow that I have used this word union let me hasten to say that I do not\n\nmean a teachers' union narrowly interested only in teacher welfare.\nnot mean a teachers' trade union .\n\nI do\n\nI do not mean a teachers' union affiliated\n\nwith organized labor, or with organized capital, or with organized anybody\nelse. I do mean a teachers' union free from all entangling alliances,\noperating with an eye single to the welfare of America and America's\nchildren, and therefore necessarily, but only incidentally, interested in the\npersonal welfare of the teacher .\nShall this union be organized as a department or bureau of the already\n\nexisting National Education Association or shall it be coördinate with the\nNational Education Association and associated with it, or entirely independent of it? I do not venture an opinion. These are but details, important it is true, but yet details. Of this I am convinced that the\norganization is needed in the name of America, that it should comprise\nall grades of the teaching profession and represent every section of the\ncountry, and that it should function surely and swiftly.\nWhat shall be the function of this union? First, let us state it briefly\nin general terms. The union should stand ready to receive a formal and\nofficial complaint from the teachers, the principals, the superintendent, or\nthe school board, of any administrative school unit, specifying neglect of\nduty on the part of any factor in the unit which results in failure to\n\n"}
{"page": 797, "printed_page": null, "text": "736\n\nNATIONAL EDUCATION ASSOCIATION\n\noperate the schools of the unit in the interest of America. Upon receipt\nof this complaint, the union through appropriate agents should investigate it and report its findings, sustaining, modifying, or dismissing the\n\ncomplaint. If the complaint is sustained, the union should promulgate it\nin the form of a charge and present this charge to the offending party.\nReform of conditions is to be effected chiefly by the use of publicity and\nthe campaign of education. In flagrant and unyielding cases, the strike\n\nand the boycott might be invoked as sanctions-a boycott, not in restraint\nof trade, but in restraint of any community that is guilty of malpractice\nin respect to its schools. After a few years in operation, the patriotic\n\nmotive, the impartial accuracy, and the unerring efficiency of the union\nshould become so well recognized by the Nation as to make penalties against\na community rarely necessary.\nNow for a specific application or two. Let us suppose that in a certain\ncity the status of the teachers is imperfectly recognized; the salaries are\nwretchedly below normal, working conditions are distinctly unsatisfactory,\nimproper influences interfere with the discipline of pupils, etc. Let us\nassume, too, that the superintendent recognizes the situation but has exhausted his resources in attempts to better it. Then he joins with the\nteaching body in an appeal to the union. A brief is submitted and reviewed, let us say by a commission of the union. The commission finds the\ncomplaint justified. It then visits the city and in coöperation with the\nlocal teachers endeavors to have conditions remidied. First, it employs\nunobtrusive means, working through official channels, or seeking to interest the few influential persons who, if they will, can effect the necessary\nreform. This failing, it appeals to the public, through press and platform\npresenting the facts and pleading for such positive action by the citizens\nas shall remove the disgrace from the name of their city. In the extreme\ncase and after due warning, it can advise the teachers of the land to shun\nthe city as a place of employment and can pillory the city before the public\nopinion of the Nation.\nOr let us consider the case where the teachers of a village feel that the\n\nsuperintendent arrogantly and flagrantly violates their official rights so\nthat they are unable to render proper service to their pupils. In accordance\nwith a code of procedure adopted and published by the union, the teachers\nstate their grievance to the superintendent; feeling still aggrieved, they\nappeal to the school board; the school board failing them, they present\ntheir case to the union.\n\nIn this instance, with the prestige of the union\n\nwell established, probably a warning to the school board and the superintendent would be sufficient either to lead the superintendent to mend his\nways or cause the school board to get another superintendent.\n\nAnd again, let us assume a situation where a city school board is proving itself recreant to its trust and the people of the city are apathetic. The\n\nsuperintendent finds his authority interfered with by the board, his acts\nhampered by outside sinister influences, the local press antagonistic to him\nand his efforts to build up a worthy school system, and the teachers with\n\n"}
{"page": 798, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n737\n\nholding allegiance to himself and the schools. In this case it is the superintendent who appeals to the union, with the result that the apathy of\nthe people is broken, their civic pride is aroused, their enthusiasm for their\nschools is stimulated, and they arise with a punishing hand for all those\nwho have been betraying them.\nThese instances will suffice to exemplify the general proposition. It is,\nI realize, far simpler to state the proposition than it would be to make\nit effective in a live, functioning organization. Yet, if the idea is sound,\nthe all-too-obvious difficulties ought not to deter us from attempting to\ntranslate the idea from the language of aspiration to the language of fact.\nLet us restate and summarize the idea in its logical sequence..\nAmerica's schools constitute her first line of defense. An enlightened\ncitizenry is even more essential than armies and navies. The public\nschools are a National interest.\n\nYet their administration is in the hands\n\nof State and local authorities. The result is a widely varying degree of\nsuccess in handling school affairs in the different communities throughout\nthe land. The schools are conducted in the National interest only when\nlocal opinion is earnest and intelligent. But what of those communities\n\nwhere it is not, where the people are either blind to American ideals, uninformed as to the application of these ideals to school administration, or\nunintelligent as to methods of building up for themselves a creditable\n\nschool system ?\nAmerican sentiment is evidently unready to empower the Federal Government to operate directly on such situations. Who then is to correct the\ninevitable irregularities and such local shortcomings as menace the National\nwelfare? Is it not up to us to undertake the job ? With all the power\nof thorough organization, should not the teaching profession stand ready\nto render this duty to America ?\nHow ? By throwing its full weight of influence against any community\nthat neglects the National interest in respect to its schools. Let the or-\n\nganization say to the careless, the indifferent, the incompetent community :\n\"You are not administering your schools in the interest of America; until\nyou do, you forfeit the service and the support of our profession and, in\nconsequence, the respect of the rest of the Nation.\"\nThis is not a strike of teachers for personal gain, but a boycott of an\nun-American school administration on behalf of, and in the name of,\nAmerica.\n\nSTUDENT SELF-GOVERNMENT\nJOHN O. CHEWNING, SUPERINTENDENT OF SCHOOLS, EVANSVILLE\nINDIANA\n\nThe text for this discussion is taken from the list of principles adopted\nin August, 1923, at Montreaux, Switzerland, by the \"New Education Fellowship\", in which twenty-five countries were represented. Principle IV\n\n"}
{"page": 799, "printed_page": null, "text": "738\n\nreads as follows :\n\nNATIONAL EDUCATION ASSOCIATION\n\n\"The government of a school community as a whole\n\nshould be organized by the children themselves, in collaboration with their\n\nteachers, and that government, as well as the self-discipline which each\nchild must be taught to apply to himself, should be deliberately aimed at\nrendering external control unnecessary.\"\nThis discussion is also based upon the assumption that our public schools,\nmaintained by taxation of the whole population, must have as their chief\naim a training for citizenship, which will be specific and not incidental ,\naccidental, or indirect. Every activity of the schools, curricular and extracurricular, must be directed toward the one aim of developing a civic conscience and a better civic behavior. Such a program will, of course, include\ntraining for character, so talked and written about nowadays, since good\ncitizenship and good character are fairly synonymous, even though they\nprobably could not be defined in a way to secure unanimous indorsement.\nPublic school systems and schools everywhere are claiming that they\ntrain for citizenship, but as yet there is no satisfactory formulation of education objectives in terms of essential needs of our social life; hence, there\nis no adequate outline of the methods by which the objectives may be realized, and no measuring of the educational results. Granted that an agreement could not be reached on the several qualities which go to make up\ngood citizenship and good character, it is, however, likely that most persons would unite on the proposition that self-control is the indispensable\nelement of both ideas. Plato uttered in his Laws, \"The first and greatest\nof all victories is the victory over self\" , a truth which has been handed\ndown to us uncontradicted. Undoubtedly, self-control by the individual\nis the key to unlock and solve our civic and social problems. If we can\ntrain successfully for self-control, therefore, we shall be on the right road.\nWe further know that the best method of insuring self-control is to provide\npractice for it. Aristotle said that \"action is the only foundation of virtue.\"\n\"Learn by doing\" is also a hoary, venerable, and undisputed pedagogical\nmaxim which may be cited in this connection, to say nothing of the perti-\n\nnent support to be obtained from modern psychology. Antiquity and the\npresent alike furnish overpowering authority. And so on, the writer might\nset forth platitudes ad nauscam .\n\nHere is the rub. We verbally accept time-worn or generally approved\neducational ideas and actually flout them in the schools. We affirm that\nwe are training for better character, but we have denied the children opportunities for vital practice in self-control.\n\nWe resent the indictment that\n\nour schools do not train for citizenship in a democracy, but we have held\nthe boys and girls in a despotism, sometimes benevolent but not always\nhaving that recommendation. We acknowledge the importance of selfactivity and expression, but we have been satisfied with an outward show\nof obedience by the children to our directions. We require of them mainly\nsilence and submission, listening and memorizing.\nWith a few exceptions here and there over the country, the public schools\nare monarchic and autocratic organizations. What opportunity has there\n\n"}
{"page": 800, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n739\n\nbeen for the children to acquire the sense of social responsibility which is\nthe foundation particularly of a democracy, or, for that matter, of proper\nfunctioning in any group ? The case has not been stated too strongly\nagainst us.\n\nOur boys and girls ought to be subjected continually to situations in the\nschools wherein they are compelled to consider the results of their every\nact upon society. Children from the kindergarten on through the entire\npublic school system should learn by experience the power of group control. The one question to hold to view is, \"What is right?\", and the\njudgments must find expression in acts which come with a freedom of\nchoice. Ex-President Eliot pointed out not long ago that freedom of\nchoice implies the right to make mistakes. Only in this way may an inner\ncontrol be built up. Our country, and any organized group thereof, will\nbe successful and efficient exactly according to the degree of social responsibility assumed by each member. A feeling of responsibility develops\nthrough practice in constant and voluntary adjustments to specific situations .\nIn discussing the future study of civic education, Dr. Snedden has stated\nrecently as one of his conclusions on the subject, that we are not justified\nin expecting any considerable improvement in our civic education until the\nmajor objective is clearly differentiated from the other objectives of school\neducation, and is made the primary responsibility of a selected and trained\nbody of specialized teachers and supervisors.\nThat may be a description of the ideal condition towards which we\nshould work, but we cannot and ought not wait until that is brought\nabout. In the interval, it is obligatory upon us to introduce the best\npossible means and methods available for setting up any specific habits\nwhich are useful to the individual as a citizen and as a member of social\n\ngroups of whatever nature.\n\nFollowing the spirit of our text, therefore, it appears plainly that every\nsuperintendent, supervisor, principal, and teacher has no business more important than that of utilizing the abundant opportunities found in every\nschool and classroom daily for placing the responsibility of settling problems of social control, or \"discipline\", in the hands of pupils.\nIn January, 1917, an experiment in student government was begun by\nthe senior class of Central High School in Evansville. At first, about\nthirty-six students were involved, and the experiment continued on this\nsmall scale for about three years, gathering momentum slowly but rather\nsurely, until in March, 1920, the plan, much extended in scope, was taken\nover by more than one thousand boys and girls of the tenth, eleventh, and\ntwelfth grades. All things did not go well under student government, but\nby 1922 it had broadened and established itself so thoroughly that teachers\nwere no longer required to do police duty in study halls, corridors, lunch\nrooms, assemblies, or any other parts of the building, and the principal\nfelt fairly safe in announcing that any of the two thousand students en-\n\nrolled who felt that he had not received a just treatment from the principal could appeal the case to the Court of Prefects, the highest authority\n\n"}
{"page": 801, "printed_page": null, "text": "740\n\nNATIONAL EDUCATION ASSOCIATION\n\nin student government, and that the principal would abide by the decision\nof the prefects .\n\nNear the beginning of the spring semester in 1924, word was passed out\nin Central that some day during the semester the principal, assistant principal, and teachers would remain away from the building all day and that\nthe entire operation of the school would be in the hands of the students.\n\nAt the close of school on April 29, the principal notified the teachers that\nthe next day was the \"zero hour.\" The Mayor, members of the School\nBoard, parents, and various citizens who visited the school during the day\nwhen the students were in charge were impressed by what they saw.\nClasses went on as usual, under the direction of monitors chosen by the\nstudents, and the general order was equal to that of any day when the\nteaching force was present. Other instances, equally striking, of the ability\nof the Central students to exercise self-control could be mentioned, but\n\nthe success of the \"teacherless day\" shows that boys and girls can measure\nup to real responsibilities.\nOn account of publicity which the school received through newspapers\nand educational periodicals, many inquiries, literally from all parts of the\nUnited States, have poured in, asking for the details of the Central plan\nof student government. It has not been easy to answer in any adequate\nway these requests because of the fact that the system has no constitution\nand relies more on the body of practices, customs, and traditions than on any\nformal scheme. Following are some observations and deductions which\nreveal the main points:\nThe experiment has proved clearly the ability of high school boys and girls to\ncarry on the government of a school community.\n\nNo particular form of student government organization is required, but the\nsimpler the form, the better the chance for success.\nEmphasis should be always on the responsibility of the individual student to\ncontrol himself at all times for the common good.\nPublic opinion is the controlling factor, and the chief work of the principal and\nteachers is to stimulate public opinion and a civic conscience.\nStudents take an interest in it because the problems are the most vital ones in\ntheir range of interests, but they must be given full responsibilities and actual\n\npowers.\n\nIn Central there was no censorship by principal and teachers of the\n\nelection of officers .\n\nStudents nominated and elected the various officials without\n\ninterference. They had the power to suspend or expel from school. Their trials\nwere not open to any persons except students. Students were held responsible to\nstudent government for conduct outside school hours which might bring the school\ninto disgrace or unpleasant notoriety.\n\nStudent government will succeed anywhere if (1) the principal and\nteachers have faith in the abilities of boys and girls; (2) if they will be\npatient, begin on a small scale, and be content to guide and advise, rather\nthan direct and control.\n\nStudent government trains specifically for at least two definite habits\nessential for good citizenship in a democracy: ( 1) The students talk over\n\ntheir problems with the common good in mind, arrive at a decision, and\n\n"}
{"page": 802, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n7\n+1\n\nthen see the necessity for abiding by the will of the majority. ( 2) They\nlearn to select suitable representatives for carrying out the wishes of the\nschool citizenry. The need of selecting efficient public servants who will\nbe faithful to their trusts comes home to them in a very vivid manner.\nThere is good reason for one to believe that they will acquire the civic attitudes more readily through student government, dealing with important\nproblems of their every-day contacts, than they will through any study of\nquestions of national and international import which are far from the realm\n.\nof their thinking. \"Education is not a preparation for life, it is life.\"\nAt different times after the Central experiment got under way, various\nelementary school buildings in Evansville have experimented with pupi\nparticipation. Some of them used a form in imitation of municipalities.\nThe most extensive of these ventures has been in the Fulton School, where,\nfor nearly five years, the principal and teachers have been developing a\nplan which has enjoyed a marked success.\nThese experiments in all schools had the approval, encouragement, and\nassistance of Mr. L. P. Benezet, who was superintendent from 1916 to\n1924. Since last September we have been at work on a plan of citizenship\nrating for the schools in the city, which is designed to increase the feeling\nof responsibility that the individual pupil should have for all of his acts,\nboth in and out of the school. As yet, the rating system has not been\ncompleted, but it will include, in addition to the usual ranking for percentages of daily attendance, truancy, and tardiness, also a check-up on law observance, as shown by the records of the City Police Court and the Juvenile\nCourt; the use of the public library, to include the two points of number\nof users, and number of students who disturb, or in any manner hinder, by\ntheir conduct at any of the nineteen branches and stations of the Library ;\n\nthe number of pupils attending Sunday School or enrolled in some school\nof religious instruction; Boy Scout membership and hours of social service ;\nregular depositors in the city school savings bank; damage to school buildings and school property, including the breaking of glass; age-grade progress; standard tests in various subjects; and membership of parents in\nthe Parent-Teacher Associations.\n\nThese are all matters in which ac-\n\ncurate data may be had, and the grading is in percentages, according to enrolments, so that it will be fair regardless of the size of the school. The\nboard of education, patrons, and citizens generally can, by the citizenship\nrating, see in figures what relative success each school is having in teaching not only regular habits, punctuality, industry, respect for law, and\n\nachievement in school subjects, but also in encouraging desirable activities\nand interests outside of school hours. //\n\nAlready improvements have been noticed in several of these ratings .\n\nThe percentage of attendance for the city was better every month of last\nsemester than for the semester beginning in September, 1923. A school\nwhich always before had been near the bottom of the list in attendance beat\nall of its records for the last ten years and carried off the semester honors\nin attendance for the entire city school system. The breaking of glass at\n\n"}
{"page": 803, "printed_page": null, "text": "742\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe school buildings has decreased, and the public library reports improvement in the attitude and behavior of pupils who use the library. Enough\n\ngood resultsalready apparent to dicate that there are valuable\nsibilities in the citizenship rating.\nBriefly outlined, we have mentioned some of the more or less direct\nmethods now in use in Evansville in training for self-control, the all-important element of good citizenship and good character. There is no at-\n\ntempt to standardize the practices over the city. Teachers and principals\nare developing their own plans with a free hand. The work has only\nbegun.\n\nWe do not want the impression to go abroad that Evansville has\n\nany polished and highly perfected plan or system that may be transplanted\nbodily elsewhere. Crude and awkward, though, as our attempts may be,\nwe intend to continue until Evansville's part of the public school system\nof this country meets a little more nearly the expressed educational ideals\nof the founders of our government.\n\nWith proper encouragement and guidance, the powers and abilities of\nthe boys and girls for self-control can best be developed, through practice\n\nin governing themselves as school communities, to an extent at present unappreciated and immeasurable. We are working for an era in government which will prove better than the present that the faith of Jefferson,\nLincoln, and Roosevelt, in popular rule, was not misplaced.\nGentlemen, if that be treason to any pedagogical tradition, make the\nmost of it.\n\nAs for us and our household, we have put our hands to the\n\ntask of a direct training for citizenship in a democracy.\n\nCONTROVERSIAL SUBJECTS IN THE SCHOOLS\n\nHERBERT S. HOUSTON, PUBLISHER OF \"OUR WORLD WEEKLY \"\nNEW YORK CITY\n\nWhen a young Virginia surveyor came out to the headwaters of the Ohio\n\nRiver, on whose banks we gather today, he made the first move toward\nreclaiming a wilderness. Forty years later, as the first President of the\nUnited States, he uttered challenging words as to the place public education must have in a free country. In all the succeeding generations these\nwords have guided us in building out of that wilderness happy and prosperous states. It was none other than George Washington himself who first\nsaw that the school was both the hope and the bulwark of the nation. On\n\nthe day following the anniversary of his birth, it is surely fitting that we\nconsider whether or not we are children of his great vision. Have we kept\nthe faith that filled his own soul ? Or has the compass we bear across\nthe years veered now right, now left, from the straight course to the pole\nstar?\n\nThere is fresh ground for hope and reassurance in the fact that this great\nassembly of teachers from all parts of the nation has come together to con\n\n"}
{"page": 804, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\nsider how the schools of America can best serve American ideals.\n\n743\n\nYou still\n\nlay your course, it would appear, as did the young Virginia surveyor, by the\n\nhigh triangulation of the stars. As the clear-visioned William McAndrew\nsaid in a message, published today on the first page of my Weekly, \" Our\nmain duty is not reading, nor writing, nor Latin, nor salesmanship, but the\nfundamentals officially set forth in the summaries of American principles,\nwith which both the Declaration and the Constitution begin: Equality, Life,\n\nLiberty, Happiness, Union, Justice, Tranquillity, Defense, General Welfare.\"\n\nHe follows this affirmation by the solemn warning, uttered with the deep\nconviction of a Jeremiah, \"To try to instill those principles incidentally as\na by-product, to make scholarship the main aim, or self-support, or preparation for leisure, or any other purpose than Americanism, as defined by\nthe Founders, and promised by the proponents of our system of universal\ntaxation for schools, is to evade our plain and honest duty.\"\nThese indeed are weighty words and they come from one of the bravest\nmen who ever entered an American schoolroom. I well remember my old\npartner, the lamented Walter Page, saying to me one day a number of years\nago, \"Houston, a young man named McAndrew has just become the head\nof the Washington Irving High School. Keep your eye on him, for you\ncan depend on it that he will shake up the dry bones in the schools and\nmake a great place for himself in American education.\" Today, with this\nmighty foregathering of teachers assembled here at the call of William\nMcAndrew, I submit that we are in the presence of a prophecy fulfilled.\nAs for the particular part I have been asked to take, as a publisher and\na representative of the public, the consideration of the way to present controversial questions in the schools, it seems to me that I might quickly\ndispose of the whole matter by reducing it to a simple syllogism. The Public\n\nSchool exists to develop Americanism. Controversial questions are implicit\nin Americanism. Therefore, the Public School must consider controversial\nquestions. But I shall admit at once that it is not quite so easy as that. In\nlogic, my syllogism would pass muster, but it would presently become enmeshed in the wire entanglements of everyday educational practice. There\nis something almost menacing in the word controversial. And to think of\n\nit being calmly set forth on the program as a means to the end of \"promoting domestic tranquillity.\" But I shall not quail even though my theme\nbring forth a strange array of combatants, armed to the teeth. And most\n\ncertainly a strange array could be brought to the firing line, eager for controversy. Think of the modern warfare that could be waged by controversial questions in religion, in party politics, in racial differences, in economics, in city goevrnment, in all manner of questions. One can well\n\nimagine a teacher seized not only with doubt but with terror at the prospect. And well one might be, if controversial questions were to be presented in the schools in a controversial way.\n\n"}
{"page": 805, "printed_page": null, "text": "744\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe first thing I would urge is the spirit in which such subjects are to\nbe considered. It should be in the spirit of all true teaching-in the spirit\nof truth. That is the glory of the school. It was so when Socrates walked\nin the Athenian groves. It was so when Jesus walked by Galilee. It was\nso and is so with teachers in all ages. If they are faithful to their high\ncalling they bear the candle of truth. The church or the temple interprete\n\na creed. The press advocates a personal or a party point of view. The\nhome, with all its close ties, breathes into the lives it nurtures the predilections of race and family. But the school stands for truth. Its windows\nare open to the light of heaven. The air that blows through them is the\nair of freedom.\n\nIf you challenge these strong statements by saying that I am speaking of\nthe ideal school, I reply at once that of course I am speaking of the ideal\nschool. But happily, it is not an unattainable ideal. Indeed, it is a realized\nideal on every hand. What is even more to be praised, and more to the\npoint of my theme, is that the spirit of truth is practically universal in all\nthe schools. Assuredly the teachers are few who would spread darkness\nrather than light. Personally, I do not believe that any such exist. Instead,\nthey press forward with the fixed and common purpose of teaching truth .\nNot a difficult matter, you will say, in mathematics, in geography, in\nlanguages, in the sciences. We will all agree that there is a great body of\nknowledge in those fields that is believed to be the truth. But how about\nthat great, changing field of human relations, civics, politics, sociology. It\nis here that controversial questions abound. The old idea has seemed to\nbe that they should be left alone. In a general way the argument has run :\nthe public school is supported by taxation of all the people; therefore it\nshould not seek to give instruction as to the views of part of the people.\nBut how about giving a clear and fair interpretation of the views of all the\npeople-at least concerning the most pressing problems that affect the welfare of the nation as a whole. Of course, these problems are matters of\ncontroversy ; but, if the public school system exists to promote a sound and\n\nvigorous Americanism, that is all the greater reason why they should be\nconsidered. By having them presented, in the spirit of the search for truth,\nthe open minds of youth, soon to be active in the world outside the school,\nwill be the better prepared to help solve them. I would rest my argument\nfor considering controversial questions on these two broad grounds : ( 1 )\nthe right of the school to know of the world outside ; (2) the right of the\nworld to look to the school for all possible help and guidance in meeting its\nproblems.\n\nWhen I speak of controversial questions I mean questions that press for\npublic decision here and now-not mere academic questions having only\nhistorical interest. And in the name of all progress I would ask, by what\nrule of pedagogy or principle of psychology is the re-examination of an old\nquestion, long since settled, a more stimulating mental exercise than the\nfresh examination of some pressing public question, whose wise solution will\n\n"}
{"page": 806, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n7+5\n\naffect the happiness and lives of the very boys and girls in the schools today ?\nIs there some subtle alchemy of the human mind that develops greater\nthought power from considering the causes of the Punic wars than the\n\ncauses of the present crime wave, from studying the abolition of the corn\nlaws in England instead of the adoption of the child labor amendment in\n\nthe United States ? Comparisons can be multiplied, but these surely will\nbe enough to show that the past of history cannot be more important, even\nas mental training, than the living, swiftly changing present that touches\nus all. Let me hasten to state that I am presenting here no brief against\nhistory. Quite the contrary, for I would be even dogmatic in urging the\ncontinuity and unity of history. But let us bring its light to bear in solving the great questions that are before the world today.\nThe right of the public school to know present-day history, even if it\nis controversial, is inherent in the school's primary purpose of promoting\nAmericanism. Because this right exists, it imposes on the teacher a plain\nduty to see that it is exercised. And here, I admit at once, is the nub of\nthe whole matter. How is that right of the public school to know to be\nmet ? The honest-minded teacher will admit the right and accept the\n\naccompanying duty. But discharging that duty is a definite problem and\nmerely stating it doesn't solve it. How is the problem to be solved ?\nIt may be that a recent experiment that has been undertaken by a group\nof educators will suggest a possible solution. I hesitate to outline their\nplan in any detail as I am associated with it as a publisher. But as my\nplace on this program is due to the fact that this plan is a serious effort to\nmeet a recognized need in the schools, I may be pardoned a brief and general\nreference to it.\n\nLet me begin by giving you a close-up picture on some friendly discussions\nthat took place last summer in the old town of Castine, Maine. A group\nof educators had gathered there as a jury to make the Herman award of\n$25,000 for the best plan to promote world peace through the schools.\nHere surely was a controversial question and over five thousand solutions\nin eighteen different languages were offered to meet it. Finally a unanimous\ndecision of the jury was reached and the award bestowed on that great\ncitizen and great educator, Dr. David Starr Jordan. On the jury was the\nspeaker, as an inquiring publisher. He felt as he pored over these myriad\nplans a great majority of them submitted by men and women actively at\nwork in education that a new vision was touching the schools. They\nwere to become lighthouses, pointing the way to peace. As a preparation\nfor that service the schools were to be brought into close contact with the\nworld, with its hopes, its fears, its controversies, with all the activities that\nmake the swift and turbulent current of life. In nearly all the plans there\nwas one persisting common denominator-the sheer need of having the\nschools know about the world. Wasn't it Socrates in Athens, far back\nacross the centuries, who said that peace could come only through knowledge ? And here in these thousands of peace plans from twenty modern\n\n"}
{"page": 807, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n746\n\ncountries was the same swelling Greek chorus-the schools , to help toward\ndgeask\nwleher\nce,emu\nstuirhav\npeaTh\n. ed the educators how this knowledge was to\nknolis\ninge pub\ninq\nbe given to the schools in current form; not in the textbooks alone, for the\nworld was moving too fast . And the uniform reply was that there should\nbe a current text that should relate the school to the world in terms of vivid\n\ninterest . One of your great educational leaders, Dr. William B. Owen , of\nChicago , said there should be a living weekly textbook that should bring\n\ntogether fresh material that could be used in the junior and senior high\nschools , giving to their thousands of pupils , and teachers too, a true picture\nof the active, moving world. Dr. Augustus Thomas said the same thing ,\nand so did Mrs. Cora Wilson Stewart, two other members of this jury of\n\naward . To the inquiring publisher, also, the view seemed to be a sound\none. If the supremely important but supremely controversial question of\nworld peace could be presented in the schools , why not the other controversial questions that are part of the throbbing life of this great democracy ? And as on insistent undertone with every question there was always\n\nthe definite proposal in all these plans that the school should know about\nthe world. Socrates was indeed justified in his dictum that peace would\nh kno\nmetthr\n. wledge be brought to the schools ? Manifestly ,\ncoBu\nld wle\nw cou\nkno\nthisdge\nhooug\nthe pupils could not be told what to think in regard to controversial ques-\n\ntions. If that were attempted the \"domestic tranquillity\" placed on today's\nprogram would become a vanishing dream. But the schools could be told\nnot what to think , but what to think about.\n\nSo that was the formula\n\nadopted for both controversial and non-controversial material. By following it a clear conspectus picture could be given and the schools could look\n\nout upon the world through the eyes of understanding . But a formula is\none thing and its application to the subject matter of controversy quite\n\nanother . The inquiring publisher knew, of course, that the theory must be\ntranslated into practice. So he and the group of fifteen outstanding educators, all of them men and women actively facing the problems of the schools\n\nin the schools , tackled the job. Here is an illustration of the actual way a\ncontroversial question was presented. One of the parties in the last national\ncampaign had presented in its platform a demand that the decisions of the\n\nSupreme Court on laws passed by Congress should be subject to review and\ninterpretation by Congress . Here certainly was a controversial question\nand it was made all the more controversial because of the campaign . You\nwill be interested to know, I am sure, that it was so presented to the schools\nthat the pros and the cons were both satisfied for both had had \"their day\n\nin court .\" And this was done by fairly applying the formula of telling the\nschools on the printed page not what to think but what to think about.\nthe way the question was stated :\nThis is LVED\nRESO\n, that the United States Constitution should be amended so as\n\nto provide that if an act of Congress is declared unconstitutional by the\n\n"}
{"page": 808, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n747\n\nSupreme Court of the United States, the act may become effective if repassed by Congress by a two-thirds vote.\nBelow the question were printed the salient points that can be urged for\nthe affirmative and for the negative, and then there were arguments in support of each view by acknowledged authorities. The late President of the\nAmerican Federation of Labor, that distinguished patriot and able man,\nSamuel Gompers, and Mr. Arthur Warner, one of the editors of The\nNation, supported the affirmative ; while Louis Marshall, a famous lawyer\nand authority on constitutional law, and Mr. Samuel Untermyer, another\ndistinguished lawyer, took the negative. Following the arguments were\nreferences, both for the affirmative and the negative, to books and magazine\narticles that can be found in the school or public library of any fair-sized\ntown.\n\nAnother question in active controversy that was presented was the government ownership of railways. This was outlined in much the same wayarguments for and arguments against from recognized authorities in support\nof each view and then a fair statement of facts and data, about which there\nwas no dispute, followed by citations, for supplementary reading, to books\nand magazines . You see, it was a careful following of the formula that\nthe schools should be told not what to think but what to think about.\n\nIt is\n\na pleasure to tell you that this plan is being received with wide-spread favor.\nWhatever else it is, this at least can be said that it is an honest effort to\nmeet a great need in the schools, if they are to fit the oncoming generation\nfor intelligent and efficient citizenship.\nYou all know of the remarkable work that is going forward in the Denver\nschools under the direction of Dr. Jesse H. Newlon. Dr. Cody in Detroit,\nDr. Davidson in Pittsburgh, and many other educational leaders are bringing the schools into touch with active life in the broadest way. In fact, the\nschools under their direction are not a detached part of their communities\nbut an integral part, full of the pulsing life of the time. And what they\nare doing is typical of what is going on all over the country.\nIn dividing my theme under two major headings, I said a few moments\nago that the school had the clear right, if it was to fulfill its mission of\npromoting Americanism, to know about the world. I said also that the\nworld had the right to look to the school for all possible help and guidance\nin meeting its problems. Here is the great obligation that rests on the\nschool. It is supported by taxes from all the people. It must render\nservice to all the people. And what greater service can it render them\nby training men and women who will be able to help solve the problems of\nall the people ? Here lies the full measure of return that the school owes\n\nto the public which supports it. Three weeks ago I was helping lay the\ncornerstone of a new chapter house of the Psi Upsilon fraternity at the\nUniversity of Michigan. At a luncheon that followed the ceremony I\n\nheard that noble Roman in the faculty of the University, Professor Francis\nKelsey, head of the Department of Latin for a generation, make a powerful\n\n"}
{"page": 809, "printed_page": null, "text": "748\n\nNATIONAL EDUCATION ASSOCIATION\n\nplea in support of this very point-the duty which the school system of a\nstate, from the primary grade to the university, owes to the public that\nsupports it. And he gave to his plea a most definite and even personal\napplication, saying that the state had the right to expect from those in its\nschools the most careful respect and observance of its laws, that it had the\nright to expect enlightened interest and coöperation from the schools in\nmeeting all the problems of the state, concluding his searching appeal by\nsaying that the public schools of Michigan were supported by a common\ntaxation on the washerwomen in the cities and the miners in the upper\npeninsula and on every man and woman in the State-because of that com-\n\nmon support the schools were in duty bound to serve the State by promoting,\nin every possible way, the welfare of all the people.\nAnd Professor Kelsey is right. The public school has a clear obligation\nto the public. It cannot evade that obligation by saying that it is hard to\npresent controversial questions that affect the public's well-being and even\nits life. Of course it may be hard. But consider how hard it is on the\npublic-and how unfair-not to make an honest and continuing effort.\nHere in his home city I want to pay the respect of my deep admiration to\nthe courageous superintendent of schools, Dr. Randall Condon, and to my\nold friend, Ellery Sedgwick, editor of the Atlantic Monthly, in joining\nhands with him to present to the public and to the schools that most controversial of all controversial questions-the question of moral and religious\ntraining in the schools. Here, indeed, is a thorny branch on the tree of\nknowledge but we all believe that from it will come fruit for the healing\nof the nation. And it will come without disturbing anyone's religious\nfaith, come from a sound interpretation of the great ethical principles that\nare common in all religious faiths.\nBut, lest the presentation of my theme appear to stress too strongly the\nmatter of the public's right to look to the school for help, I want to speak\nbriefly of the incomparable opportunity for service that the school has. No\nother agency has such equipment and capacity for service. The school,\nespecially in the junior and senior high schools where controversial questions can best be considered, is the place set apart for education. It covers\nthe period of youth when the mind is alert and open, ready to receive facts\nwithout prejudice. Doesn't it, therefore, bring into conjunction both the\nplace and the time for a real education in citizenship, for acquiring a real\nunderstanding of the world ? So the school faces both the obligation of\nservice to the public and the opportunity of service. It is equipped to train\nmen and women to preserve American ideals and to carry them forward in\nprogressive development better than any other agency. Through its open\nwindows can come the things to think about and on the basis of these things\nwill come the ability to think. Right thinking will result in education's\nultimate goal, sound character. There need be no fear of consequences from\n\nparents or school boards or the public. They welcome the school that meets\nwith a stout heart and an honest mind its obligation to serve the public.\n\n"}
{"page": 810, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\nAll that need be feared is fear itself.\n\n749\n\nWith that cast aside the school can\n\nbecome the great source and center of knowledge in every community, the\nplace where those who will direct the world tomorrow are taught not what\nto think but what to think about.\n\nIn this fine old city of Cincinnati, long the home of music, of the arts,\nof education, and of all those forces that develop broad culture and sound\ncharacter, I am reminded of a family that has dwelt here for three generations that offers a fitting and final illustration of all that I have been trying\nto say. Because its members have gone forth from the Cincinnati schools\nto serve the public as few families have done in all our history, I feel that\nit is not inappropriate to refer to them in a public address. Of course\nI have in mind those sterling Americans, the Tafts. The great Chief\nJustice brings to bear on controversial questions the knowledge of a richlystored mind that has been trained to think ; another brother is a leader of\n\nthe New York bar, famous for broad sympathy and upright public service ;\nanother is a great schoolmaster, embodying the spirit of Arnold of Rugby\nin building character into his pupils, based on the widest knowledge; still\na fourth is a powerful editor and publisher, making of his newspaper a\ngreat popular educator. These sons o fa famous lawyer and jurist have\nbequeathed not only a great family tradition but a great American tradition\nof devotion to our ideals to sons and daughters, who pass the tradition on.\nAs long as there can come from the schools of America such living witnesses\nof their open-mindedness, of their broad tolerance, of their high courage,\nthe schools of America can be looked upon as the conserver of our ideals\nand the guarantor of our future. Domestic tranquillity is in the keeping\nof the schools-schools that recognize their right to know about the world\nand their duty to serve the world.\n\nHOW THE SCHOOLS MAY PROVIDE FOR THE\nCOMMON DEFENSE\nWILLIAM J. BOGAN , ASSISTANT SUPERINTENDENT OF SCHOOLS\nCHICAGO, ILLINOIS\n\n\"We, the people of the United States, in order to form a more perfect\nunion, establish justice, insure domestic tranquillity, provide for the common defense, promote the general welfare and secure the blessings of\nliberty to ourselves and our posterity, do ordain and establish this Constitution for the United States.\"\n\nThese striking phrases of the preamble of the Constitution provide key\nnotes for the programs of the Convention. At this session the speakers\nwill discuss the relationship of the public schools to the common defense.\nThe phrase \"common defense\" plainly refers to the defense of all the\n\npeople, regardless of race, religion, politics, or color. It means, in modern\nterms, that there should be no favorites, no exemptions, no private shelter\n\n"}
{"page": 811, "printed_page": null, "text": "750\n\nNATIONAL EDUCATION ASSOCIATION\n\nholes, no profiteering. The common schools, the schools supported by\ncommon taxation, are not maintained merely for the benefit of some of the\ntaxpayers labeled \"parents,\" but for the benefit of all citizens children\nand adults.\n\nFurthermore, the benefits of the common schools should be common to\nall citizens, regardless of the social or economic status of the individuals .\nThe state, like a benevolent despot, insists that taxpayers, tax-eaters, yes,\nand even tax-dodgers, all alike shall receive educational dividends from\nthe schools, for upon an educated citizenship rests the security of the\nAmerican type of democracy.\n\nThe taxation of all the people for the support of the schools pre-supposes\nthat the schools will serve the whole community. What that service\nshould be, the Constitution designates as union, justice, tranquillity, defense, and welfare.\nIf, as we believe, the schools should furnish the ammunition to destroy\n\nthose powerful enemies of the State, ignorance, greed, and political corruption, it is the duty of every superintendent to examine the output of the\nschools under his direction to discover whether or not they are functioning\nin accordance with the ideals of the founders of the Nation. It is the duty\n\nof the superintendent to eliminate through his leadership the waste which\nresults from slavish adherence to highly artificial culture and out-worn\ntraditions ; in order that time may be found for the teaching of citizenship,\nthe object for which the schools were founded.\nMust the study of citizenship forever be left to the last half of the last\nyear of the four-year high school course, because time is needed for Latin,\nor bookkeeping, or Spanish ? Should the school curriculums be cluttered\nwith ancient and medieval history to the exclusion of current social problems ? In Chicago, must we ignore our traction problems, because time is\nneeded for a study of the amours of Cleopatra? No one of sense proposes\nto reject the entire heritage of the past, but as the past lengthens, its lessons must be condensed and their emphasis shifted. In our youth, the\nPequot War was important and King Philip, but the wise modern knows\n\nthem not. The pupil who said, \"I am glad that I finished history before\nthe Great War broke out\" sensed a problem that every educator must face.\n\nThe needs of the present should not be sacrificed to the past. A fair proportion between present and past should be maintained. Is not the study\nof American ideals worthwhile in America ?\n\nCannot time be found for\n\nit? It is said that the teaching of citizenship is incidental to other subjects ,\nfrom kindergarten to college, but unfortunately incidental is twin brother\nto accidental, and what little work those precious twins perform, is done\nin common .\n\nWe are all agreed that there should be a new formulation of educational\nobjectives . Most educators assent to the proposition that the needs of the\ngreat majority should be served by the schools, but when asked to make\npractical application of their beliefs, they retire within themselves for con\n\n"}
{"page": 812, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n751\n\ntemplation. Our high schools are college preparatory schools, notwithstanding the fact that few of their pupils go to college. Worse than that,\nby setting up college preparatory standards, the high schools eliminate the\ngreat majority who might otherwise receive a better education of another\ntype. The high rate of mortality does not seem to disturb these schools so\nlong as the few pupils who wish to enter college can meet college requirements. To some principals it seems better for the pupils to leave school than\nto blot the school record with their failures. As Dr. Brewer says, the schools\nhave discovered and are applying the secret of rough on rats, which \"prevents them from dying on the premises.\" Our high school rough on rats\nis compounded of abstract mathematics, Latin, modern languages, des-\n\nsicated literature, and other subjects. Can any one honestly say that these\nsubjects meet the educational needs of the majority ? True, studies of the\nkind mentioned,\"prevent them from dying on the premises,\" but they do\nnot prevent them from dying on the premises of the neighbors where they\nbecome a charge on society.\n\nThough we all agree with these sentiments, we know that change will\ncome slowly. Any superintendent, for instance, who tries to give as much\ntime to citizenship in the curriculum as is given to Latin, or modern languages, or English, say three or four years, will face a difficult task. But\nthe task must be faced. The schools must accept some of the responsibility for the lawlessness and corruption of the times.\n\nAfter the Franco-Prussian War, the school histories gave credit to the\nneedle gun for the Prussian victory and during the great war some of the\nnewspapers gave credit to the 75's for nearly every victory, but American\neducators gave most of the credit to the American schools. The schools\n\ndeserved the credit, but if they are to be given credit for the good, they\nshould in fairness accept their share of responsibility for the bad. When\nthe schools accept responsibility for the good and the bad in our citizenship .\nthey will find means to provide for the common defense.\n\nDEFENSE THROUGH THE EDUCATED QUOTA :\nTHE ALL-YEAR SCHOOL\nH. C. WEBER, SUPERINTENDENT OF SCHOOLS , NASHVILLE, TENNESSEE\n\nThe first requisite for \"Common Defense\" is a productive population.\nApopulation to be productive of good and goods must be patriotic, healthy,\nintelligent, industrious, and trained to do the things well which each\nchooses as his part in the world's activities. It is the duty of the school to\ndevelop these qualities, but if all these things are secured for a population\nand yet the time for production is so limited that the individual leaves the\nworld no richer than he found it, decay must inevitably follow. The\nhistory of all republics from ancient times to the present tells the same\nstory. Industry, wealth, literature, ease, and decay complete the cycle of\n\n"}
{"page": 813, "printed_page": null, "text": "752\n\nNATIONAL EDUCATION ASSOCIATION\n\nhuman history to be repeated with the ever-advancing wheel of progress.\nIt is for us to maintain our industry throughout the cycle and thus minimize, if not entirely escape, the decadence that inevitably follows the ease\nbegotten by wealth.\n\nTo my mind it is axiomatic that the longer the time spent or the greater\nthe number engaged in preparation for production without producing, the\nfewer individuals will be left to produce. The fewer producers thus left\ncan sustain fewer individuals preparing for production but not producing.\nIf a fixed number of producers can support a certain number of nonproducers for a long time, then the same number of producers can manifestly maintain a much larger number of non-producers for a short time.\nWhat is true of the whole population is true of the unit-the family. The\nparent being a fixed number, the longer the children are kept from\nproducing, the fewer such children can the parent support. The intelligent\npart of our population-the people who care-those who are unwilling to\ngive their children less than what is generally considered necessary for a\nfair start in life are, through non-marriage, late marriage, and birth control,\nso reducing reproduction that our population is more and more maintained\nby classes with no such pride. Vital statistics now foreshadow this impending condition. Records kept of the graduates of important institutions\nof learning for both male and female show accurately and conclusively that\nthat part of our population which is blessed with the opportunities of higher\ntraining is not reproducing itself in sufficient numbers to maintain the\nstandard of mentality and efficiency that now exists in this country.\nEducation is not to be completed before production begins. It is the job\nof a lifetime. It lasts from the cradle to the grave. Yes, man in his\ninfinite aspirations visualizes an endless existence with endless progress.\nAfter the fundamentals are acquired, there is no good reason why production should not begin while learning how to produce better. We do not\nlearn to walk by studying anatomy, not by shaking one's foot indefinitely\nbefore taking a step. We learn to walk by walking. We learn to work\nby working, not by thinking about it. All the study in the world about\nwork without production gets a hungry world nowhere. The first duty of\nevery man is to support himself and rear a family. If he does not do this,\nhe is a miserable failure.\n\nNature did not intend an individual to be able to reproduce himself\nbefore he was able to sustain himself. In the same good book in which we\nread, \"Go, multiply and replenish the earth,\" we find the command, \"by\nthe sweat of thy brow shalt thou earn thy bread.\" Mark you, your sweat,\nnot somebody else's, must produce your bread. Only by the grace of God\nwill he who does not work before twenty work ever after .\n\nEducation is not information, but it is the ability to use information.\nThe printing press has rendered unnecessary the lumbering up of so\nprecious a machine as the human brain with a lot of information that can\nbe stored more accurately and more permanently in a fifteen-cent book.\nEducation is not found in books alone; indeed, only a small part is to be\n\n"}
{"page": 814, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n753\n\ngained there. Education makes one do things better than he would do\nthem without such training. The artisan who can produce a useful thing,\nsustain himself, and rear a family is a more useful citizen than the most\nlearned professor in the university that fails to make the world richer by\nhaving lived in it and fails to leave a line of descendants endowed with\nsuperior mentality.\n\nIt is the duty of the parents and teachers to see to it that every child is\ntaught to think, and is given that amount of information that is requisite\nfor the acquirement of additional knowledge. After the fundamentals, a\nchoice of subjects should be allowed, in order that the child may become\na self-supporting individual at such an age as will not prevent the rearing\nof an average sized family. The average man cannot earn enough to feed\nand clothe a family of respectable size until each child becomes completely\nfitted for individual action. The result is smaller and smaller families.\n\nMore and more has the home unloaded on the schools duties that could\n\nbest be performed in its own circle. The restless parent is more than glad\nto be relieved of a pricking conscience for not assuming responsibility for\nthe proper training of his child. This unloading of the curriculum to\nembrace all things that the person should know has resulted in extending\nand overcrowding of the course of study, until now it requires more than\nhalf the span of human life to even imperfectly go through with it. A\nfundamental defect in our scheme of education is the abandoning by the\nhome of its just responsibility. No school can teach the child as well as\nthe real home many of the vital things he should know. Instead of the\nhome using its efforts, the school is being used to take the place of the\nhome. The schools are to blame for allowing without protest this unloading upon them of duties they are ill-fitted to perform. While this\nconstant addition of useful and useless things to the curriculum without\neliminations has gone on, the school term has been shortened by hours of\nthe day and months of the year, until now the child has out of school more\nthan seven times the amount of time that he spends in school. If the home\nwill not, or does not, use this spare time for giving the child real training,\nthen the school must perforce assume the whole training of the child and\nuse this spare time. If all the useless matter in the curriculum was elimi-\n\nnated and all the waste time of the child utilized, there would be plenty\nof time for necessary preparation for beginning production at a much earlier\nage. The lack of wholesome home training has allowed the child to grow\nwithout knowledge or appreciation of his responsibility to his fellowmen .\nHe should be conscious of a debt to his parents for providing training\nfor him that he may enjoy the wonders and beauties of the world. He\nshould be taught to realize that he owes the world all that he has consumed, even if it has been provided by his parents, for the world's wealth\nbelongs to the world, and the parent is only in temporary possession and\ncan only loan it to him. That debt must be paid if the world is not to\nbecome poorer for his having come into it. He should be made to see that\n\n"}
{"page": 815, "printed_page": null, "text": "754\n\nNATIONAL EDUCATION ASSOCIATION\n\nevery added year of preparation before production begins increases this\n\ndebt, and that the only excuse for delaying production beyond adolescence\nis the determination to make such use of the time of preparation as will\nenable him to produce better and more rapidly. If this idea of debt to the\nworld could be inculcated, there would be fewer attending high school and\ncollege solely for the purpose of escaping work. If all such pupils were\neliminated from these schools there would be room and time and money\n\nfor the proper training of those who come with a real purpose.\nAs invention increased man's ability to produce, and as this ability to\nearn has created the means of gratifying a desire for a higher scale of living,\nthe population has largely changed its occupation from agriculture-producing the necessities of life to manufacturing-providing the comforts\nand luxuries of existence. Thus the centers of population grew at the\nexpense of the country, and children in these centers or cities were either\nused at work unsuited to them or loafed during a traditional vacation\nperiod.\n\nAgriculture was the first industry of every nation, and the growing\nseason, or summer, was the busy time. The home was the first school, and\npossibly the best that has ever been inaugurated. Later, tutors for families\n\nor neighbors were employed. Then was inaugurated the neighborhood or\ncommunity school, to run when agriculture could best spare the childrenthat is, during the winter months, and not during the growing season . As\neducation became more and more in demand and wealth accumulated, the\nwinter school of a few weeks grew by degrees until only the short growing\nseason of three or four months was left for help at home. Thus in all\nclimates, from the torrid to the frigid zone, grew the custom of summer\nvacation, not from necessity for rest for pupil or teacher, but from necessity\nof an agricultural people.\nWhen, in a democracy where the ruled of today may become the rulers\nof tomorrow, it became apparent that universal education must go hand in\n\nhand with universal suffrage, a system of quantity production was demanded. The graded school system was the answer, just as the factory\nwas the response to the demand for quantity production of materials. In\nneither case was the quality improved-in fact, in many instances it deteriorated.\n\nThis educational factory, partly through agricultural necessity, and\npartly through tradition, operated during the winter months. Agriculture,\n\nin its early development in a new nation, was simple and largely a one-crop\nsystem in each community, and help on the farm was needed by all families\nof a neighborhood at the same time of the year. When agriculture became\ndiversified, one family needed the children's help at one time, and another\nat a different time.\n\nDuring all this period of a nation's development, while the material\nfactories answered every new call made because of changed conditions, the\neducational system, or factory, remained largely the same. The people\n\n"}
{"page": 816, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n755\n\nknew that the schools did not meet their needs, but they did not know how\nto remodel this educational factory, while the conservative teacher did not\nsee the necessity for any change, but sat on the tail of progress and\nholloed \"whoa.\"\n\nThe graded school is a factory for quantity production of education at\nsuch cost as the taxpayer can afford. It is not ideal-it is rigid, arbitrary,\nand tends to level all to an average. It is the duty of educators to improve\nthe quality while economically keeping up the quantity. The system should\nbe modified from time to time to make it responsive to the changing needs\nof the community's life. This factory was at its beginning composed of\neight years of elementary and four years of high school work. These\ntwelve years were synonymous with twelve grades or steps. It was a\nmoving staircase of twelve steps and it took a year for it to travel the\ndistance of one step. Then all pupils were divided into twelve groups,\naccording to their ability, and each group occupied one step on this moving\nstaircase. Of course, there was just as much difference in the ability\namong the students of one group as there was between the most advanced of\none group and the least advanced of the group one step higher, but this\ndifference was ignored and the individual was sacrificed to the system.\nAll pupils on one step had to advance at the same rate. If some could not\nkeep up, they had to go to the step below-a whole year back-even though\na much shorter review might have been necessary. If some could do more\nwork than was prescribed, they were either held back to keep pace with the\naverage, or had to skip an entire year's work on this moving staircase, and\ntake their places on the next step above. The work was laid out for the\naverage pupil, but it was a low average, as results show 80 to 90 per cent\nwere promoted. It is evident that many in this 80 to 90 per cent promoted\ncould have done more work if they had not been chained to the group on\nthis one step.\n\nLater this staircase was remodeled so that there were twenty- four steps\ninstead of twelve each step one half year long instead of one year-semiannual promotions, it was called. This gave twenty-four instead of twelve\ngroups into which to divide the whole number of pupils. It also put\ntwenty-four joints into the cast-iron system, and one half the amount of\ninjustice was prevented.\nIt was proposed that this same staircase be remodeled so as to have forty-\n\neight steps instead of twenty-four, and each step just one fourth of the year\nin length instead of one half, and that the moving staircase be kept in\nmotion the year round. The increased number of steps would just exactly\ndouble the advantage gained by semi-annual promotions, then there would\nbe forty-eight groups into which the children could be fitted, not a perfect\nfit, to be sure, but manifestly twice as nearly perfect as could be secured\nwith twenty-four groups as at present, and four times as good as was\npossible when, years ago, there were only twelve steps to the staircase.\nThen, under this plan, the pupils if not properly classed can either go up or\ndown, as the case requires, one fourth of a year instead of one half year as\n\n"}
{"page": 817, "printed_page": null, "text": "756\n\nNATIONAL EDUCATION ASSOCIATION\n\nat present, and instead of one whole year, as was formerly the case before\nit was thought necessary to make the system fit the child instead of cramp-\n\ning the child to fit the system. Under this plan, the work done in nine\nmonths of the session would continue to be done in the same nine months,\n\nbut an additional three months' work would be provided, so there would\nbe one and one third of the present year's work covered in one calendar\nyear. This would not increase the speed of the machinery of this factory,\nbut would only run the factory longer. What man, other than the proverbially impractical school teacher, would run his factory only nine months\nout of the year, when the world was crying for its product and the workers\nof the factory anxious for continuous work and pay ?\nStudents could pursue the work as at present, by stepping off the moving\nstair in June and resting for vacation till the next step, three months later,\ncame on the level and could then take up their work right where they left\nit off. In fact, at the end of any of the three months' terms pupils could\nwithdraw for vacation and return in three months, finding classes beginning\njust where they left off.\nUnder this system, a family that needed the help at home of one of the\nolder children could have it for any three months of the year without violating the Compulsory Education Law or delaying the child's advancement\nany more than at present. Here, large families could, if necessary, have a\ndifferent one of their older children at home all the time to help with the\nyounger ones .\n\nAgain, if some children endowed by nature with minds and bodies\ncapable of sustained effort wish to attend all four terms, there would be\ntwo short vacations of two weeks each one at Christmas and one in July.\nSuch pupils would make one and one-third year's work in one year's time,\nand, if they did this three calendar years, they would be four years advanced in their work. Thus, some could gain during the entire course one,\ntwo, or three years, depending upon how much time their necessities or\npleasures kept them out of school. One or two or three years saved at the\nbeginning of life is just as valuable as one or two or three years added at\nthe end of life.\n\nThere is every argument that a school plant costing millions should not\n\nbe idle three months each year. The continuous system would dignify the\nwork of the teacher by giving constant employment and continuous pay to\nall who wished it. It would require ultimately fewer buildings and fewer\nseatings. If all took advantage of it, it would require only three fourths of\nthe accommodations. True, it would require twelve months' pay for\n\nteachers instead of ten, a 20 per cent increase in yearly salaries. But this\n20 per cent increase in operating expense would produce 25 per cent inincrease in product, besides the inestimable value of the time saved by those\nwho attended continuously. There is a certain amount of work to be done,\nand it cannot cost more, but very probably less, to do it regularly than\nspasmodically. Would any sensible man hesitate in choosing the method\n\n"}
{"page": 818, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCË\n\n757\n\nto produce a machine that was to become at completion a profit-making\ndevice?\n\nThis plan grants each individual student his God-given right to advance\nas rapidly as he can and not be bound down with the dull or the lazy. If\nthe weak or the dull or the lazy or anyone otherwise unfortunately situated\ndoes not want to, or cannot, take advantage of this liberal system, he surely\nhas no just complaint at an arrangement which provides for every one to\nuse his talents to the utmost. Here the strong and capable could become\nproductive in the world one, two, or three years sooner than under the\nold arrangement.\n\nThe system, which denies the individual the opportunity and the right\nto progress faster or farther than his neighbor, leads unmistakably to\nsocialism and Bolshevism. The world will not advance by repressing the\nbright so as to keep up the delusion of all men being equal. All men are\nborn equal only in their right to equal privileges and this very right de-\n\nmands that these privileges be available as each individual is ready for them.\nRepression of the bright does not help the dull.\nWhile the whole mass must be lifted as high as possible, if any there be\n\nendowed beyond their brothers, these must be allowed to rise even to the\nstars, and there, learning of the real fatherhood of God and the brotherhood of man, will, as a blessed privilege, reach down a helping hand to\ntheir less fortunate brothers and raise the whole of humanity. The same\nopportunity is not democracy. Opportunity to be equal must be available.\nEqual available opportunity for all, at any age, at all times of the day or\nnight, all days of the week, and all weeks of the year this and nothing\nshort of it is complete democracy.\nWith these thoughts in mind, Nashville established the all-year school.\nWe were not deterred by the failure of the experiment elsewhere, but\n\nfirmly believed in the necessity for and the feasibility of continuous all-year\ntraining. An intensive study of failures elsewhere was made. It was seen\nthat a summer term of shorter duration than the other terms of the year\nwould be of use to those who failed in grade and who could therefore go\nover the regular term's work in less time than was required for the first\neffort, and also, to those of exceptional ability who could do much more\nwork in a given time than was laid out in the course of study. Thus, it\nwas realized that a summer term shorter than the regular one would be of\nuse only to the very dull and the very bright-leaving the large majority\nwithout school opportunity for the summer, or else, unwisely rushing them\n\nover work poorly done. It was also seen that an all-year school with an\nall-year course of study, would fit only those who could or would go to\nschool the entire year. In such arrangement, there would be no choice of\ntime for rest or work, but the student would have either to attend continuously, or get out of joint with the course of study. It was further\nnoted that to run some of the schools in a city all the year with an allyear course of study, while some other schools in the same city ran the conventional time, would result in an awkward situation for such students that\n\n"}
{"page": 819, "printed_page": null, "text": "758\n\nNATIONAL EDUCATION ASSOCIATION\n\nmove from one part of the city to another, as such pupils would not likely\nfind classes fitted to their advancement.\n\nWe were fortunate in that our school year was nine months, with a\ncourse of study adjusted to that time. Our school year had been for a long\ntime divided into two terms of four and one half months each.\n\nThis\n\ncondition rendered it a simple matter to arrange our all-year course of\nstudy. The nine months' course of study was divided into three parts of\ntwelve weeks each, instead of two parts of eighteen weeks each, as formerly.\nThere was no more, no less, work in the twelve weeks than in the old\n\ncourse of study for the same length of time. With this subdivision, classes\nare started each twelve weeks.\n\nThe summer term of twelve weeks has\n\nthe same course of study and the child is carried no faster, no slower, than\nin the other regular terms of twelve weeks each. While our former year's\n\ncourse of study is divided into three parts, the year's time is divided into\nfour terms of twelve weeks each, leaving four weeks for vacation. The\nterms are so fixed that, as anticipated, two weeks of the four come at\nChristmas and the other two in the summer.\n\nWe are completing our first year with the new arrangement . Last June\nall the schools opened for the extra term of twelve weeks. Any child desiring to attend could do a regular term's work at the regular speed.\nThis summer term differed in no way from the three regular ones in\nsubjects taught, or in amount of work covered. The hours of the day\nwere changed to the daylight-saving scheme, so that school opened and\nclosed one hour earlier, thus getting the children home before the hottest\nhour of the day. It was the remark of parents, pupils, and teachers that\nthe schoolhouses with their thick walls and high ceilings were much more\ncomfortable than residences.\n\nThe medical inspectors visited the schools regularly during the summer\njust as in any other term. The reports were that they noticed no bad\neffects from attending the summer term, but on the contrary, the general\nhealth was improved by holding the children to regular habits of living.\nWith a compulsory attendance law, the regular winter term enroled\n20,000 pupils. The summer term's attendance, which was wholly voluntary, was 13,000, or 64 per cent of the regular term's enrolment. The per\ncent of attendance of those enrolling for the summer term was 94 per\ncent. The per cent of tardiness of those attending was .217 per cent\nduring the summer term. Translating this per cent of tardiness into\nper cent of punctuality we have 99.78 per cent punctuality throughout\nthe summer term.\n\nIn the employment of teachers, preference was given to regular ones,\nand of the 469 working in the regular term, 402 or 86 per cent elected\nto teach the summer term. With 86 per cent of the teachers working,\nthe 64 per cent of the pupils received more individual attention. The\nteachers were paid their regular monthly salaries, thus enabling them to\nreceive twelve months' pay and still have two weeks off twice a year.\nChildren and teachers can elect which of the three terms they will work\n\n"}
{"page": 820, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n759\n\nin school, and which of the twelve weeks' term, in addition to the four\n\nweeks' regular vacation, they will take off for pleasure, or work in other\nfields of activity.\nThus, with a contented set of teachers and with smaller classes composed of only those pupils who voluntarily came with a purpose and so\nbent on its accomplishment that the question of discipline disappeared,\nit was not surprising to find the results at the end of the summer term\nmost gratifying. Nashville still thinks regular examinations have their\n\nplace, both as a method of instruction, and as a guide-not infallible to\nbe sure-but when corrected by the teacher's estimate of work done\nduring the term, is the best means we know for determining promotion .\nThe examinations of the summer term were just the same as those of\nother terms and grades were given as usual. The results showed 84.94\nper cent promoted at the end of the summer, or extra term, as against\n79.32 per cent promoted at the end of the winter or regular term.\n\nOur regular fall term, following this first summer term, opened with\na larger attendance than any term of the previous year, notwithstanding\nthe fac: that 13,000 children who had voluntarily attended the summer\nterm were exempt under the school law from attending school for three\nmonths.\nThese results confirmed the belief that there was real demand for\n\neducational opportunities at all times. That better results through continuous occupation were attained in all those things regarded as of prime\nimportance in the training of the child-regularity, punctuality, attention\n\nto duty, contentment, cheerful obedience to authority, health of body, mind,\nand soul. That it is possible to shorten the time of preparation for productivity, not only without hurt to the individual but with positive advantage to him, to his country, and to the world at large. That the all-year\nschool will contribute to the \"common defense\" against impairment of\nstrength and ultimately is destined to be the American system of education. America will not soften and follow in the path of other great republics that decayed from loss of industry through love of ease. She will\n\nuse her trusteeship of great wealth for the leading, enlightening, uplifting,\nand helping the whole brotherhood of man throughout the world.\n\nFORTIFICATION BY PUBLIC OPINION\nERIC C. HOPWOOD, EDITOR , PLAIN DEALER, CLEVELAND, OHIO\n\nLadies and gentlemen: Permit me, by way of introduction, to call your\nattention to three circumstances. First, quoting from comment by the National Founders Association :\nIn Madison Square Garden in New York on February 1st, fifteen thousand Reds\n\ncheered for the Soviet in America and went into ecstasies over a boy of fourteen\nwho demanded that a death blow be dealt to our present capitalistic rule in the\n\n"}
{"page": 821, "printed_page": null, "text": "760\n\nNATIONAL EDUCATION ASSOCIATION\n\nUnited States. It was a memorial meeting for Lenine, the dead tyrant of Russia.\nIn the audience were four hundred little boys and girls who attend the public\n\nschools of New York and who were surrounded by men and women waving red\nflags. We do not know whether the youthful orator wrote his own stuff or not,\nbut what he had to say has been said by the Lenines and Trotskys of the world in\ntheir climb into tyrannical office. He proclaimed it to be the duty of the reds to\nmobilize the children to fight against the capitalistic system, and he extended his\narms to Russia with the promise that he and his associates would be ready when\n\nthe day came to strike. This youth is a product of the public schools of New York.\nHe is probably more, however, a product of his environment, and he is being\nutilized by the shrewd and tyrannous leaders of the radicals to create sympathy\nand to poison the minds of other children. What are we doing to offset the teachings of the Reds ? How many of our boys filled with the history-the glorious history of these United States are ready to go on the platform and demand allegiance\nto the Constitution and flag ?\n\nSecond, let me quote from the excerpt from President Washington's farewell address which appears on your program : \" Promote, then, as an object\n\nof primary importance, institutions for the general diffusion of knowledge.\nIn proportion as the structure of government gives force to public opinion,\nit is essential that public opinion should be enlightened.\"\nAnd third, I looked over with some care the illustrated course of study\nissued by a great school system of this country, which I assume is as good\nor better than the average, and I did not find in it anything directly about\nmaking citizens through teaching citizenship. One is told the benefits to\nbe derived from chemistry, knowledge about the interior of automobiles,\ncooking and canning, electricity, selling, public speaking, art, stenography,\nmusic, how to set a pretty table, sign painting, aesthetic dancing, working\nin molten metal-I might go on. Finally, in the summary of the high\nschool course of study I found that in the twelfth year U. S. history and\ncivics are required subjects, but there was nothing else that I could see to\nhelp very much in straightening out the thinking of such rattle-brained little\nfellows as the fourteen year old boy who went to the Lenine meeting to tell\nall the world what is the matter with our society and our civilization.\nTo provide for the national defense is something more, I take it, than\nthe catch phrase of a great historical instrument. As those who wrote it\n\nintended it should be, it is a fact fundamental to the very existence of the\nnation. The peoples of the earth were not then nor are they yet purged of\ngreed, selfishness, or lust of conquest. The proving ground of democracy\n\nhad to have peace for the experiment. It has to have it today if the experiment of democracy is to go on and we must look to the dykes that our\nfathers have left.\n\nThe interpretation of national defense in the minds of the founding\nfathers was chiefly in terms of gunpowder and solid shot or, as it would\nbe today, in tanks, Big Berthas, airplanes, poison gas, superdreadnaughts,\nand submarines. In general, it was a defense planned against attack from\nwithout. There is a deal in the constitution about declaring war, granting\n\nletters of marque and reprisal, raising and supporting armies, providing\n\n"}
{"page": 822, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n761\n\nand maintaining a navy, suppressing insurrections, repelling invasions, the\nright to keep and carry arms and so on, chiefly against foreign foes. But,\ndespite the fact that the Constitutional Convention never trusted the mob\nand was sometimes genuinely afraid of it, there is little or nothing, save\nwhat is implied, about providing national defense, through education and\nenlightened public opinion, against the vagaries and violence of people acting in masses.\n\nThe gentlemen who arranged this program have made progress since\n\n1789, as indicated by the statement of my subject, \" Fortification by Public\nOpinion.\" That implies, does it not, that we shall not put our faith wholly\nin the strongest battalions, that we shall not proceed wholly by the formula\nof the Texan who observed that \"God made little men and God made big\n\nmen, but God bless Colonel Colt, who made all men equal.\"\n\nRather it\n\nmeans that we shall undertake, as we have never undertaken before, to\n\nbring rational processes to bear on problems which once left the fields\nstrewn with the wreckage of war and dead men staring at the stars.\nThe dominant idea of those who framed the constitution was, as I have\nsaid, to provide a National defense from attacks from without. Gentlemen,\nthis nation has always had need to look within its own borders, as well as\nbeyond them, for elements of danger to the national life. In this day in\nparticular there is no potent enemy beyond the seas to cause us alarm, but\nat home there are prejudice, ignorance, loose thinking, and latent anarchy.\nThe border land between liberty and license is a narrow one and any nation\nfounded on justice, liberty, and equality risks the danger that its privileges\nwill be turned against it to sap its strength and vigor or perhaps plunge it\nheadlong into the most horrible of excesses.\n\nI would not be interested in coming here if it did not seem possible to\nconsider quite frankly whether either one of us you as a schoolman, I as an\neditor-is doing the job of developing sound public opinion nearly as well\nas it ought to be done. I suppose you invited me here because my business\nis to record and, if I can, to analyze current history. But any honest editor\nwill tell you that he is confronted by such amazing conflicts of human impulses and emotions, of nobility and meanness, that he begins to question\nthe finality of any judgment, and comes to gaze with amazement and envy\nat the court which says, so positively, \"This is the law,\" or at the school\nwhich says so smugly, \"This is the rule,\" or at the church which says so\ndogmatically, \"This is the truth.\"\nBut the observing journalist is sure of one thing and that is that the\nveneer which civilization has gained through all the centuries is very thin\nand the elemental forces are alarmingly close to the surface. We need not\nconsider the great war, most apocalyptical of all evidences of the truth of\nthis statement. Recall things much simpler and nearer home-such, for\nexample, as the intermittent lynchings of the South, the reversion to mob\nlaw in Herrin, the constant disregard for life shown by hooligans and\n\ndesperadoes in every great city in the country, Loeb and Leopold, flapper\n\n"}
{"page": 823, "printed_page": null, "text": "762\n\nNATIONAL EDUCATION ASSOCIATION\n\nmurders, and similar lack of respect for life and law. Groups conspire to\nloot their fellow citizens, to strip their country of its vital resources, to take\nfrom the disabled veterans who fought for them over seas the fund provided for their rehabilitation. Great multitudes worship strange gods.\nSome don ascension robes and wait for the end of the world, others follow\nfalse prophets, all agog over social nostrums as absurd in every respect as\n\nwhite magic or black. We still have singing at funerals, practice pagan\nrights at Christmas time, avoid walking under ladders, believe in fourleafed clovers, hesitate to undertake new enterprises on Friday, are extremely emotional in masses, which may lead us to do extremely silly or\nextremely savage things.\n\" It has been made clear in the last century,\" says President Angell, of\nYale, \"that man in his instinctive life is close cousin to the brute. But he\nhas also in his nature the deep grounded tendencies of hundreds of thousands\nof generations of savage ancestors. Furthermore he carries into adult life\nmany fears, prejudices, likes, and dislikes which trace back to his own\ninfantile and childhood experiences .\"\nIn other words, we may as well realize that, after all, society as it exists\ntoday tends to be an unstable affair. The colonel's lady and Julia O'Grady\nare sisters under the skin, and the colonel's lady, Mrs. O'Grady, and the\nrest of us are uncomfortably close to the common instincts and impulses\nwhich dominated pithecanthropus erectus, the Piltdown people, and the\nrest of our ancestral stock. When we fully realize it, we shall be better off\nthan we are now. Then, perhaps, we shall learn that unstable compounds\nmust be recognized and handled as such.\nWe shall get along better in appraising our efforts toward building a\nnational defense through public opinion if we stop for a moment to consider just what, after all, public opinion is, what its powers and limitations\nare and to correct some popular fallacies about it.\nI am no philosopher, but I suppose the good of the tribe is still the impelling human force just as it was in the beginning. I hope I shall not\nengage myself with Mr. Bryan or other fundamentalists, but I find it necessary to assume, as Professor Sumner says, \"It is generally taken for granted\nthat men inherited some guiding instincts from their beast ancestors.\" Man\nalso inherited the rude method of trial and error, and he developed the\nfaculty of learning by experience, rare among animals. Some ways of doing\nthings were better than others. Some undertakings were profitable and\nsome were not. In many enterprises coöperative efforts proved more advantageous. Certain things were decidedly detrimental to the tribe's interests. The jungle law that \"The strength of the pack is the wolf and the\nstrength of the wolf is the pack,\" became the dim theory of the tribe. What\nwas good for the tribe was sanctioned; what was bad tabooed. Public\nopinion was born. It fixed habit into custom; custom into rules; rules into\n\nlaws, and the same forces are at work today as were at work when the\nchief concern of mankind was in dodging sabre-toothed tigers instead of\nFords\n\n"}
{"page": 824, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n763\n\nLet me urge you not to forget that public opinion in itself has no morals.\nIt may be good, bad, or indifferent. You will remember that it was active\npublic opinion which sanctioned the drawing of heretics on the rack, which\nharried Roger Williams into the wilderness. It was public opinion that\nburned witches at Salem, sanctioned slavery and saw nothing wrong when\nfamilies were broken up and sold down the river or when shrieking women\nwere dragged to the auction block and knocked down like sheep to the highest bidder. It was public opinion which sanctioned the saloon, dive, and\nbrothel.\n\nBut, ladies and gentlemen, it was also public opinion which stopped the\ndrawing of heretics and made it possible for all men to believe as they see\nfit. It halted persecution of other Roger Williamses. It smothered the\ntorch at Salem. Public opinion said at last that slavery is not good for\nthe tribe and henceforth there were no more bondmen in America, Neither\n\nare the saloon and the dive and the brothel good for the tribe and the\nmoment public opinion crystallized, out they went. Just now public\n\nopinion is asking why it is that the poor alien who makes himself a cask\nof wine goes to jail while the fat golf player may have a case or two of\ncontraband in his locker and no questions asked.\nThese are the two extremes in which public opinion manifests itself.\nMidway there is a time when it is dormant or, as some sociologists say,\natrophied. Once hardly anyone defended slavery, even the holders of\nslaves. The time came when almost no one had a word to say in favor of\nthe saloon. And still slavery went on and the saloon went on because the\npendulum of public opinion, though swinging away from these things, had\nnot yet started up the arc.\n\nIf human society is a very unstable sort of thing which must be handled\nwith care, and if public opinion has no morals and is as likely to sanction\nbad things as good, those forces which may create, mould, or affect public\nopinion ought to be very carefully scrutinized. Chief of these are newspapers and periodicals, motion pictures and the stage, the church, the courts,\nthe schools, the spoken word in forums, luncheon meetings and general conversation, publicity agents and propagandists, and advertising devices of\none kind and another.\n\nI wish it might be possible in the time at my disposal to say something\nabout the church and the good it does in its unceasing effort properly to\ndirect public opinion, and also, perhaps, to say a well-meant word about\nthe church's tendency to narrowness, to dogmatism, and to a degree of intolerance despite all the lessons of the past. Or something about the\ndangers that stage and screen will completely lose all sense of decency and\npropriety, that they will fix an utterly false stereotype of a life, forgetting\nthe almost limitless possibilities of their position. Or something about the\ncourts and the law, which after all, are only the creatures of public opinion\nand will exist only as long as sanction is extended. Or of advertising, the\ngiantsonofold Barter and Trade, and his attendant myriad ofpress agents\n\n"}
{"page": 825, "printed_page": null, "text": "764\n\nNATIONAL EDUCATION ASSOCIATION\n\nand propagandists, or of the legion of meetings, luncheons, dinners, clubs ,\nteachers' associations, and what not, plagued beyond measure by a new brood\nof Ciceros and Patrick Henrys whose clamor rises to high heaven-I say I\nwould like to discuss all these factors in the forming of public opinion, for\nthey are great forces, but time forbids. I must pass to those things in which\nyou and I, in the confidential precincts of this meeting, are chiefly interested. What are the newspapers doing with their opportunities and responsibilities in moulding and directing public opinion in the right direction,\nand what are the schools ?\n\nThere are something more than 2,000 daily newspapers in the United\nStates. There are hundreds and hundreds more newspapers which are\nissued weekly. Magazines and other periodicals are almost beyond counting. The number of newspaper readers in the United States is limited only\nby the literacy of the population. Great modern web presses will produce\n36,000 papers per hour, 600 per minute. These presses run hour after hour\nwithout stopping, the rolls of paper feeding in from beneath and the printed\nnewspapers delivered in an unbroken stream above. Death, taxes, and the\ndaily newspaper are inevitable.\nIn every nook and corner of the world is a man with a pencil and note-\n\nbook, a man in whose eyes are both wisdom and weariness, and what he\nwrites in his book is flashed to the great press agencies and by them to every\n\nnewspaper throughout the land. There the editors take, hurry it to the\nprinters, the presses grind and roar and the message which the thin wire or\nthe waves of the air but recently carried from the utmost ends of the earth\nis told in Gath and published in the streets of Askalon. There is no greater\nmiracle in all this age of modern miracles than the making of a great newspaper. But here today we are not so greatly concerned with the miracle of\nits making as we are with its effect, once it is made.\nI would be the last to assert that the newspaper is the perfect instrument. I know that it is not. I know that it is right sometimes and wrong\nsometimes. I know that it has the frailties of any human institution. I\nknow, better than the rest of you, I think, the difficulties with which it has\nto contend.\n\nPublic opinion is a definite thing at any time; individual or group opinion\nis variable and nowhere is this more acutely reflected than in the press. In\nthe recent election there was a group which believed a victory for Senator\nLaFollette was the only surcease for our political sorrow and another which\nbelieved that some social cataclysm would attend such an event. There\nisan\nwere newspapers supporting both groups. In Great\nactive public opinion, supported by the press, ir\nIn America there is an active public opin\nported generally by the press. One\nlow. Pick up any digest of\nas wide as the poles.\nAll this comes abou\nand laws in societ\n\n"}
{"page": 826, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n765\n\nThe stars in their courses move so definitely upon the same orbits that their\nposition can be calculated hundreds of years in advance. Two parallel lines\nnever intersect. Substances form their crystals according to the same unchanging law. The movements of the tides are established. But there is\nlittle that is definite or fixed or certain in the relations of men with each\n\nother. That is why I said in the beginning that I envied the bench and the\nchurch and the school which dare say with such final authority that this is\nthe law or the truth or the rule.\n\nAnd it seems to me that if I were the\n\nchurch or the bench or the school I would stop to realize that wherever I\ntouched human relationship there is no law or rule or truth except as public\nopinion makes them so.\n\nI believe it is William Dudley Foulke who says : \"Public opinion, being\na composite of individual opinions, is formed of the same elements : (1)\nconsciousness or knowledge, real or imagined, of certain facts ; (2) feeling\nand desire which, rather than mere judgment, is the predominant motive\nfor action; (3) volition, the resolve to act.\"\nThis is as good a starting-point as any from which to consider the newspaper's contribution to the formation of public opinion. What, in the first\nplace, does the newspaper do by way of supplying consciousness or knowledge of certain facts ? Ladies and gentlemen, the newspaper's search for\nfacts is relentless. A trained army moves over the world in pursuit of\nthem. It is interested only in facts. Facts are the stock in trade of the\nnewspaper. Never in the history of the newspaper has such complete and\naccurate information been laid before the public as a basis for opinion.\nThis is due to several things a better type of men, on the average, than\nused to engage in newspaper work; more speedy communication by mail ,\nby telegraph, by cable, and by radio ; increased willingness on the part of\nnewspaper publishers to spend any amount of money necessary for the most\ncomplete new's service; and a growing conviction among editors that there\n\nis no partisanship in news, that every side of a question must be fully, fairly\nand accurately presented.\nThe power of news, the power of the editorial, and the power of the\ncartoon are engines of tremendous effect in forming opinion, but you still\nhear it said that the newspaper is losing its influence and that there are no\nmore great editors like Greeley and Bennett. When I look over the files\nof their papers and see the bitterness, partisanship, vituperation, and abuse\nwhich mark their columns, I say, \"Thank God!\" I believe the influence of\nthe newspaper was never as great as it is now, for it never was so fair or\nso clean or so honest. It would be more pleasant and effective to lock up\nsome of those who sigh for the simple charm of the past in a medieval castle\nwith all its comforts and sanitary conveniences, with nothing to read but the\nfiles of the newspapers of the fifties, sixties, and seventies.\nNo responsible newspaper advocates riots, rebellions, disorders, or social\nanarchy. Such things as freedom of speech, religious toleration, right of\ntrial by jury, the preservation and expansion of the public school system,\n\n"}
{"page": 827, "printed_page": null, "text": "766\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe defense of the constitution of the United States from illogical and\ndemagogic attack are the very fundamentals of the creed of American journalism. Without the aid of the press slavery would not have been abolished,\ncorrupt city governments would not have been purified, better methods of\nhandling problems of charity and philanthropy would not have been possible,\nthe saloon would still be flourishing and the red light district a blot on\nevery city all accomplishments for safeguarding the nation from within.\nWhen war came the government turned to the newspapers for the protec-\n\ntion of vital information, for the dissemination of necessary publicity on\nloan, war chest drive and conscription and for the development of a public\nopinion which would make every man and woman at home stand shoulder\nto shoulder behind every boy in the field. Not a single newspaper shirked\n\nits duty, and the achievement of this country in placing more than 2,000,000\nsoldiers over seas in eighteen months with 2,500,000 in training camps\nready to follow them, all inspired by a common will for victory, is the\ngreatest achievement of any nation anywhere at any time.\nIt is a fair record which the newspaper has to show in recent years, but\nit is not enough. The average newspaper today is cluttered up with too\nmuch trash ; some of them are doing public opinion a distinct disservice by\nlawless publication of crime and sex news until a man from Mars might\nthink from reading them that crime activity and sex complexes were the\nchief business and pastime of the human race. Some, again, cannot seem to\ncoördinate the high ideals of their editorial pages with the practices of their\nnews and business departments. Almost all are inexcusably inaccurate in\ndetails.\n\nBut more fundamental than all this is the fact that for some\n\nreason or other the newspaper is failing in helping its readers to digest and\ntranslate the rich mother lode of material it supplies them every day into\nthe practical doctrines of a sound and stable social and political system .\nUntil the newspaper finds a way to make it clearer to its reader that all the\nfacts assembled for him so painfully from near and far cry for him to interpret them wisely and with an open mind, it has not yet found the road to\nits greatest service. The newspaper goes on day after day gathering facts\nand explaining and commenting on them editorially, flattering itself that it\nis making great progress, when, presto, a war blows up in the East, an\nelection comes on, and all the lessons of fact and comment are forgotton and\n\nall the newspaper readers are away after other gods.\nIs it fair to ask again what are you as teachers doing with your responsibility in the making of sound public opinion, because it ought to be clear\nthat, with sound public opinion, the national defense will take care of itself.\nI know it is a great deal. I know splendid progress is being made. And I\nam not a sound critic of the schools and the teaching profession, because I\nbelieve too much in the schools and have too high regard for the teacher to\n\nbe without bias in my judgment.\nAs I observe the progress of education, there are dangers which\nteachers will do well to bear in mind and avoid, and they cannot be avoided\n\n"}
{"page": 828, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n767\n\nwithout a proper conception of what, after all, is the great function of the\nteaching profession. That, to my mind, is the turning out from our schools\nand colleges not of students and scholars as of socially minded boys and\ngirls and young men and young women.\n\nYou say in your program, quoting President Washington, that \"in proportion as the structure of a government gives force to public opinion, it is\nessential that public opinion should be enlightened.\" Have you analyzed\nthat statement of Washington's? It means that without an enlightened\npublic opinion political liberty dare not be entrusted to the people. Where\npublic opinion runs to vagaries, to turbulence, discord, vain strivings for\npolitical panaceas-where, in a word, there is no sound public opinion\n\nto warrant full self-government, there must be autocracy or tyranny\nor despotism. The structure of government in extending self-government,\nwhich is no more than an expression of public opinion, must depend wholly\nupon capacity for self-government.\nThe difficulty with the school man too often is that he is lost in a labyrinth of scholastic detail. He does not remember that the school of which\n\nhe is the head is supported by taxies levied against all the taxpayers and not\nalone those whose children attend the schools. He has an obligation to\nsociety therefore which transcends any obligation he may have to an individual. His school must turn out citizenship as its chief product and not\nscholarship.\n\nYou know the average course of study in the high schools of the United\nStates better than I. Fine as to Latin, language, mathematics, science,\narts, etc. , as I said in the beginning, is it not, but quite out of balance in\nregard to the science of social relationships. Is it not true that we train\nand are trained intensively for almost everything under high heaven save\ncitizenship ? And, gentlemen, of all training none is more vital when we\nshall be called upon to preserve the great works our fathers have left us :\n\"Shall we lie down in the eye of the sun\nFor lack of a light on our wayShall we rise up when the day is done\n\nAnd chirrup, 'Behold, it is day ! '\nShall we abide till the battle is won\n\nEre we amble into the fray ?\"\nI wish the men at the head of our schools could realize above all things\n\nthat practically every other agency in the formation of sound public opinion\nis at their mercy. There is nothing new I can tell you about the plasticity\nof the child mind, its eagerness for knowledge, its susceptibility to emotional\nappeal. Nor need I tell you, who are far better psychologists than I, that\nthe impressions made upon the child mind are overcome only with great\ndifficulty in later years, if at all. If your work is well done, ours becomes\nsimple. But if you send the child out into life with an inadequate world\npicture is it any wonder that leadership becomes almost a hopeless task ?\n\n"}
{"page": 829, "printed_page": null, "text": "768\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe intellectual and scientific achievements of our civilization have com-\n\npletely outstripped our advance in the field of social relations. We master\nthe sea and air and space-we make the world our scientific book and our\n\nplayground. We hold Death himself at a distance, but we have not yet\nmastered the art or science of living with each other in peace and justice\nand equity.\n\nIt ought to be possible, it seems to me, for the school to lay the foundation of the first requisite of sound opinion in supplying knowledge of facts,\nbut those facts ought to be those of life in its broader aspects, of social relations, of government, of economics of all that has to do with people confronted with the task of living with each other. With the impression of the\nfacts of life which are rational, ought to go an appeal to the desire and\nvolition for sound citizenship with all that implies, for order and control\nin a social system which shall have for its monuments liberty, opportunity,\nand justice.\nLadies and gentlemen, I can see in this assemblage before me the best\nsafeguard this nation has against the letting go of that unstable compound\nwe call society. If you do your work well there will go out from your\nschoolrooms a host of boys and girls with minds keen and alert to the\nresponsibilities of their social obligations. They will scatter with the people\neverywhere and, if the time comes when unrest stirs in the state and some\nare for putting the torch of destruction and anarchy to all the works which\nhave been achieved by civilization so painfully over so many, many generations, it will be to the boys and girls you have trained that the immediate\nagencies of public opinion must appeal to avert the final catastrophe.\n\nDEFENSE AGAINST ACCIDENTS\nZACH C. ELKIN , HEAD OF THE ACCIDENT PREVENTION DEPARTMENT OF\nTHE CHICAGO MOTOR CLUB, CHICAGO, ILLINOIS\n\nLadies and gentlemen of the National Education Association: I am to\ntalk to you today on highway accidents and the work of the School Boy\nPatrol as it is organized in Chicago.\nLast year in the United States, we had approximately 16,000 fatal auto\ntraffic accidents on our streets and highways ; approximately one third of\n\nthis number were children of school age, and with the constantly increasing\nhost of automobiles we can reasonably expect a corresponding increase in\nthe number of accidents each year, unless more active steps are taken to\nprevent them.\n\nWe need more safety workers, more intelligent effort directed toward\naccident prevention work, not only to save human lives, but to prevent the\nhundreds of thousands of accidents which result in injury. You who are\ninterested in civic betterment and the saving of human lives should get\nbehind this safety movement.\n\n"}
{"page": 830, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n769\n\nThe origin of the School Boy Patrol in Chicago dates back to May of\n1920. About that time one of the spasmodic efforts of the police department to reduce crime was under way and in canvassing the situation the\nMayor of Chicago found that approximately 500 policemen were detailed\nto the public schools of the city in guarding the crossings near the schools,\nhelping the youngsters cross the streets through the congested traffic. A\nmeans was sought to put these policemen back on regular police duty and\nthe chief of police suggested the organization of the School Boy Patrol or\njunior traffic officers. This work was turned over to the drillmaster of\nthe police department, who selected half a dozen assistants, outlined the\nplan to them, and they started in with an organization that has grown from\nthe small number originally employed to a force of over 5000 boys today.\nThis idea of the junior police force struck the popular fancy, was encouraged by the newspapers, and the motorists pledged their coöperation.\nThe force grew rapidly, and inasmuch as the school authorities are supposed to have control of the child from the time he leaves home until he\nreturns after school, it was thought best to put the direction of the School\nBoy Patrol force into the hands of the school officials, so the police department turned the organization over to the Superintendent of Schools .\nPrinted instructions for the guidance of the boys were prepared and the\nPatrol boys were advised that they would have the full coöperation and\nbacking of the police department and the courts in their work. The\ninstructors emphasized the fact that these boys were not to endanger their\nown lives by going out in the middle of the street, under normal conditions,\nbut they were instructed that if the children were in the act of crossing\nthe street the Patrol boy should regulate the traffic by signaling the driver to\nstop. The main idea was to hold the children on the sidewalk until a\nbreak in traffic occurred where they could cross safely. It was thought that\nthese Patrol boys could be used as an aid to traffic policemen, rather than\nas traffic officers themselves.\n\nThe selection of the boys for this Patrol force was left to the principals\nof the schools. They naturally picked out the boys that were leaders, giving preference to those boys who stood highest in their studies, and we have\nendeavored to build up a more militant organization among the boys and\nhave tried to make their work interesting. The work does interest them,\nbecause it develops new problems each day. The boys are looked up to\nby the other pupils. They have a feeling of responsibility and take their\nwork seriously. A membership in the School Boy Patrol force is highly\nprized by the average youngster. You know it is human nature to want\nauthority; we see evidence of it everywhere, and especially when that\nauthority is coupled with the wearing of a badge or uniform. These boys\nare no exception.\n\nAfter the boys who are to form the Patrol for a particular school are\nselected they elect their officers-ordinarily one captain and two lieutenants\nfor a group of eight to ten Patrol officers. We believe it is better to let the\n\n"}
{"page": 831, "printed_page": null, "text": "770\n\nNATIONAL EDUCATION ASSOCIATION\n\nboys select their own officers rather than have them appointed by the\nteachers, as it does away with petty jealousies that otherwise might exist.\nAfter the force is organized you should make a ceremony of its inauguration\ninto active service. If these boys can be talked to by the chief of police or\nthe mayor of the city and impressed with the importance of their work,\nthe impression will be lasting.\nAs originally organized the force in Chicago were supplied with arm\nbands to distinguish them from the other children. We found these arm\nbands were unsatisfactory and that a boy that was going to be a \" copper\"\nwanted to have a \"copper's\" badge and all the regalia that was possible.\nSo we selected a metal badge similar in design to that used by the police\ndepartments in some cities. This badge reads: \"Safety Patrol Officer,\"\nwith a number and the words \"Elementary School.\" We keep a careful\nrecord of every badge issued to each boy through the number which it bears,\nand have found this useful, as frequently badges are lost and we have to\nreplace them. If we find the same boy losing his badge frequently, he loses\nhis job on the force.\nSome consideration has been given to equipping those boys with a hand\nsignal device-a disk with the word \"Stop\" on it, similar to that used by\nmost of the railroad crossing watchmen, but the motorists in our city rather\nexpect to find these Patrol boys on duty near schoolhouses and we have\nfound that the badge which they are wearing is usually sufficient. While\nthese boys command the respect and attention of the other pupils as a class,\nwe have found it advisable to have a policeman, or some individual outside\nof the school personnel, visit the schools about once a month, or oftener,\nto talk to these Patrol boys, keep them \"pepped\" up, and also to talk to\nthe pupils as a body and impress upon them that they have to obey these\nPatrol boys when they are on duty.\nThe size of the Patrol force in any particular school must necessarily\n\nbe left to the discretion of the principal, and it is not advisable to organize\na Patrol force in districts where they are not actually needed. This matter is governed entirely by local conditions, the kind and volume of traffic,\nand where one school will get along with one shift of boys, in another\nschool the work will be so heavy that it is advisable to have two shifts and\n\nlet them alternate each week. This double shift is also being used in some\nof the schools to train the smaller boys who will take the place of the older\nones as they graduate or grow tired of their duties. In some of the smaller\ntowns in the territory covered by our organization they have selected members of the Boy Scout organization to do this School Boy Patrol work, but\nwe believe it is better not to confuse the two organizations, as frequently\na boy in school may be especially fitted for School Boy Patrol work and\nnot be a member of the Boy Scouts. After the organization is completed\nthese boys are assigned to their stations in front of the school and at\nadjacent street corners. They are furnished with a report card on which\nthey note the motor vehicle license number and description of the vehicle\n\n"}
{"page": 832, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n771\n\nof any motorist who fails to stop when signaled to do so. These cards are\nturned into the captain of the Patrol, who in turn confers with the\n\nprincipal, and where the traffic violation warrants it a report is sent to the\nPolice Department for action in bringing this particular motorist to time.\nOne of the interesting things we have noted in connection with these\nreport cards is that the Patrol officer constantly has his eye open for other\ndangerous conditions. During the present winter we had one case where\na Patrol boy called up the Club and notified us that some boys were coasting down a hill with their sleds and out into the street where there was\ndanger of serious accident. We took care of this through the Police Department immediately. In another case one of these boys called up and\nreported a manhole cover having been removed from an opening in the\npavement, where there was grave danger of serious accident. We find\nthat these boys are constantly thinking and working for safety and they\ndeserve the unqualified support of the police departments and courts and\nof the motorists. A spirit of rivalry exists between the various schools\nover their accident records, and many a boy who would not otherwise be\ncautious is careful through fear of marring the record of his school in\naccident prevention work.\n\nThe American Automobile Association, through their 700 clubs over\n\nthe country, are trying to make this a national organization. Visualize, if\nyou can, the effect of this army of junior police officers. They will help\ncut down accidents in every city and town in these United States. Instead\nof five, or six, or seven thousand school children per year being killed and\ncountless thousands of others being crippled by automobiles, you will find\nthis list of casualties will rapidly diminish and our streets and highways\nwill become safer.\n\nWe have noticed another effect of this School Boy Patrol work in\nChicago; it has not only improved the morale of the school itself, but has\nhad its effect on the neighborhood \"gangs.\" When the School Boy Patrol\nofficer is out with his \"gang\" they don't commit so many minor depredations; they don't break so many windows and do all the other devilish\nthings that any good, live boy wants to do.\nIn building up this School Boy Patrol force you are building up a better\nclass of citizens, and to use the Boy Scout term, you are \"investing in 'boy\npreferred' stock.\" Our force of 5000 boys in the Chicago schools have a\ndirect influence on the half-million school children who are enrolled in our\n\nChicago schools, and their influence is felt by at least one million adults in\nthe homes of these children. The school children see these boys in action,\nthey have to obey them and will gradually absorb ideas of safety that they\ncannot acquire in any other way. Think what an effect it is going to have\non the accident situation of the future if we can get every child of schoo.\n\nage thinking of safety, train them to cross the street properly, not to play\nin the streets and do all the other foolish things that so help to add to this\ntremendous accident record each year. Accident prevention ideas absorbed\n\n"}
{"page": 833, "printed_page": null, "text": "772\n\nNATIONAL EDUCATION ASSOCIATION\n\nwith \" reading, writing, and arithmetic\" will last all through life. We can\nbuild a Nation of traffic safety students.\nOne of the effects of this organization that we have noticed this past\nyear is a reduction of nearly 70 per cent in the number of school children\nkilled in the middle of the block. These patrol boys are eliminating the\n\"jaywalker\" among the kiddies. There is less roller-skating and playing\nin the streets.\n\nIn order that you may see how these School Boy Patrol officers work,\nwe have taken some pictures which were incorporated in a general safety\nfilm which our organization is using in connection with our work in the\nschools. I will now show this film so you can see these boys in action.\n\nSAFEGUARDING PEACE\nMAJOR F. L. BEALS, SUPERVISOR OF PHYSICAL EDUCATION AND MILITARY\nTRAINING, PUBLIC SCHOOLS, CHICAGO, ILLINOIS\n\nThat our forefathers had very definite and far-sighted views about the\nplace of education in our governmental scheme is firmly established. For\nexample, within a few years after the adoption of the Constitution, the\nCongress passed an ordinance declaring : \"Religion, morality and knowledge being necessary to good government and the happiness of mankind,\nschools and the means of education shall forever be encouraged.\" The\nevident intention of the founders of the Republic and of our early legislators\nwas that the welfare of the country, the security of the government itself,\nshould rest in the hands of our school teachers .\n\nThe first specific act by the government toward the founding and support\nof education was contained in the ordinance of 1787, which provided that\ntwo complete townships in each state formed from the public domain might\n\nbe set apart for institutions of higher learning. The grants under this law\nhave aggregated more than a million acres .\n\nThe National Government did nothing further of a specific nature for the\ndevelopment of education until seventy-five years later, when in 1862 the\nlaw known as the \"Morrill Act\" was passed. This Act provided for a\ngrant of thirty thousand acres of land to institutions of higher learning, for\neach senator and representative in Congress. In all, about ten million acres\nwere conveyed by this grant. It must be remembered that this Act was\npassed at a time when the Nation was in the throes of a great civil strife.\nAs a first step toward insuring or safeguarding the future peace of the\nNation, it was provided that any institution coming under the provisions of\nthe Morrill Act shall conduct a course in what, at that time, was called\nmilitary tactics .\n\nShortly after the establishment of the republic, General Washington\nrecommended to the Congress that provision be made for training young\n\n"}
{"page": 834, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n773\n\nmen in the military art. It was his thought that this was the greatest\npossible safeguard of peace. As a result of his constant urgings, the United\nStates Military Academy at West Point was established. This, of course,\nhad for its purpose the training of officers for the Regular Army. We have\nlearned in these modern days that our greatest need is trained officers who\n\nmay, in case of need, be called upon to serve. Trained leadership has always\nbeen our greatest lack. The National Defense Act of 1920 provides\ndefinitely for meeting this need.\nThis act provides for the military education of young men by offering\nan enrichment to the curriculum of educational institutions. The plan is\ncoördinated with our educational scheme, offering the preparatory or basic\ncourse in our secondary schools, and the advanced or finishing course in the\nhigher institutions of learning.\n\nTraditionally we believe in a small, permanent military establishment,\nwhich shall serve as a nucleus around which ouizens may rally in the\ntime of need, and it must be borne in mind that the trained officers of this\n\nsmall, permanent military establishment have supplied the trained leadership of the past. So strong is our belief in a small, permanent military\nestablishment in times of peace that the favorite pastime of our National\nCongress is paring this permanent establishment to the bone.\nOur National policy for safeguarding peace, then, contemplates maintaining the smallest possible military establishment. We depend, in case of\nemergency, upon the utilization of the citizen man-power of the country.\nThe safety and security of the country, therefore, depend to a large degree\nupon the efficiency of our methods of instruction. In the Army itself there\nhas been developed, with the aid of some of the ablest educators in the country, what is called the \"applicatory method of instruction.\" In other words,\nthe methods of military instruction have been applied to all of those things\nthat constitute a part of army work. Military instruction is carried on\nalways under the compelling demand for practicability, and an intense\nseriousness of purpose for the good of the country. By defining objectives,\nand standardizing tests, the natural motives of competitive interest and\npride in achievement are developed.\n\nThere is still an inclination to interpret military affairs in terms of mere\nobedience. There is a tremendous difference, however, between mere\nobedience and loyalty. Loyalty and discipline in the military service imply\na sense of duty and an attitude of mind, which will insure each individual\n\ndoing his own job in conformity with the common plan.\nThe individual has his sphere of action. Within that sphere, he has his\nresponsibilities. His responsibilities impel him to make his own decisions,\nand to act, when action demands, on his own initiative. Subordination is\nnot subordination of the individual, but, rather, the allocation of the individual to his own particular part in the general task.\nWe do not train all of our citizens to the tasks of war, as the citizens\nof Switzerland are trained, under compulsory service. We train those who\n\n"}
{"page": 835, "printed_page": null, "text": "774\n\nNATIONAL EDUCATION ASSOCIATION\n\nvoluntarily enrol in time of peace, and we teach them how to train others.\nWe train our leaders; we train our instructors. Every man who wears the\n\nuniform will have to become, in time of emergency, an instructor of\nthose men who do not know the military ways or the military means.\nThe reserve officers training corps is the medium through which military\neducation is offered to our young men. There are some variations to the\nreserve officers training corps plan, but they are of minor importance. The\nplan of the reserve officers training corps is to take boys beginning at the\nage of 14, give them the basic elements of a military education. This basic\ncourse consists of interesting drills, of target practice, training in the use of\nthe rifle, the management of the infantry pack, and other infantry equipment. The competitions in drill, signalling, rifle practice, and reviews add\na zest to the training, while awards for achievement keep each boy\nstriving to his utmost.\n\nWe in Chicago hear much about direct teaching of citizenship. Our\nSuperintendent said in a recent speech : \"The preamble to the Constitution\nof the United States declares that one of the reasons for the adoption of the\nconstitution is to provide for the common defense. The public schools, as institutions of the people, should and must contribute their share toward\npreparation for the common defense. The first step in this direction is\nmaking good citizens, and any agency that we may employ to this end is\njustifiable.\"\n\nLet us look at the reserve officers training corps then from the standpoint\nof its educational value. It gives a boy an activity in which he is intensely\ninterested. He feels himself a part of the U. S. Government, because he\nwears the uniform of the Army. He feels himself more closely a part of\nour governmental institutions than he ever would otherwise. That the\nreserve officers training corps selects from the military training those things\nthat are best calculated to develop and bring out the highest qualities of\ncitizenship should be sufficient warrant for its existence. However, it has\nbehind it the very definite and very serious purpose of producing reserve\nofficers who will fill the places of those men who are already beginning to\ndrop out. We have today some 80,000 reserve officers in the United States,\nand we need 160,000. In order to maintain even the present number, it is\nnecessary that we train and produce not less than 5000 reserve officers each\nyear .\n\nAs an illustration of how the Junior and Senior Reserve Officers Training Corps are connected, a survey recently made in the personnel office of\nthe Department of Military Science and Tactics at the University of Chicago shows that of the cadets in the Reserve Officers Training Corps of\n\nthat unit who have received previous military training injunior units, by far\nthe largest number are graduates or former cadets of the Reserve Officers\nTraining Corps of the Chicago high schools.\nIn the number of former high school students now pursuing the senior\ncourse, 70 received their initiation into military training in the high schools\nofChicago.\n\n"}
{"page": 836, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n775\n\nTo the patriotic young American, eager for responsibility, who enjoys\n\nmingling with men, likes outdoor activities, likes variety, and who feels that\nhe owes an obligation to his country, the Reserve Officers Training Corps\ntraining is well worthwhile.\n\nTHE OUTLAWRY OF WAR— THE NEXT STEP IN\nCIVILIZATION ¹\n1\n\nRAYMOND ROBINS, LIEUTENANT COLONEL, UNITED STATES ARMY, RETIRED\nCHICAGO, ILLINOIS\n\nWe do not half appreciate the costs of the Great War. Ten million\ndead on battlefields, five million permanent cripples, hundreds of billions\nof wealth destroyed; pestilence, famine and unemployment, world propagandas of mass hatred and fear; anarchy and the force-spirit overriding\nwith ruthless violence constitutional liberty and due process of law in all\nlands-these are some of the visible fruits of the World War .\n\nWe do not half appreciate the menace of the next war. For the first\ntime in human history, the scientific mind, the trained intelligence of the\nchemist and the engineer has been devoted to the development of the most\neffective means for wholesale human slaughter. Each nation is being\n\nequipped with invisible and odorless poison gas that is instantaneously\ndeadly; with fleets of bombing airplanes controlled by wireless; and we\nare now able to destroy whole populations in a night. There are no longer\nany non-combatants. Old and young, women and little children, animals\nand the fruitful earth itself, now suffer a common devastation and ruin\nunder the action of modern war. The last war left the nations of Europe\n\nbankrupt-victors as well as vanquished. War has become national and\ninternational suicide !\n\nThe last ten years-covering four years of the greatest slaughter of life\nand destruction of property in human history, together with the aftermath\nof six years of an even more terrible so-called peace-have torn the mask\nfrom the hideous face of war and revealed the war system as the supreme\nenemy of the human race. Right-minded men and women can no longer\nthink of war as an honorable profession, nor as the path to true glory or\nnational greatness. Six years after the close of the \"war to end war\" and\nto \"make the world safe for democracy\" there are more armaments and\n\nstanding armies, more hatred and force and fear in Europe than in 1914and less democracy than there has been in fifty years and less trust in\ndemocracy than there has been for a century. The war system is now\nknown to be the arch murderer of the youth of the nations, the poison in\nthe cup of brotherhood between the peoples of the earth, the forerunner\nof pestilence and famine, the paralysis of industry, and the suicide of commerce-the great common oppressor and menace of the human race,\ncrucifying Christ afresh on every battlefield.\nAbstract of address.\n\n"}
{"page": 837, "printed_page": null, "text": "776\n\nNATIONAL EDUCATION ASSOCIATION\n\nWhat is this monster war ? It is the product of the legal institution , the\nwar system, organized and maintained in every nation of the earth. The\nwar institution is today just as legal as marriage, or the home, as the church,\nor the school. We tax ourselves heavily to prepare for war; diplomats\nexpect and plan for war; munition makers and imperialists seek war ;\nterritory and toil, honor and fame, wait on the exercise of this war institution-and it is the only method today for compelling a settlement of\ndisputes between the nations of the earth. As long as the war system\nremains a legal institution we will have wars. Propaganda is the organized\nlying of the war system, and annexations are the organized stealing of the\nwar system. As long as the war institution remains legal, it gathers force\nfrom day to day and year to year ; and when it begins to function, the war\nsystem outlaws civil society, betrays and corrects all the principles of\nChristianity and civilization-and sweeps all the petty devices of mere\npacifists and those who seek to regulate and control its ruthless force and\ndestructive violence before its Juggernaut car-as leaves are swept before\na cyclone.\nWars of liberation-revolutionary struggles such as our own in 1776-\n\nare all illegal. Every patriot in revolt against tyranny is guilty of the\ncapital crime-treason. All wars of aggression or conquest are legal. Why\n\nwas the Kaiser never brought to trial ? Because he is guilty of no crime\nknown to international law. War making is the legal exercise of sovereignty-\"the king can do no wrong.\" If as an individual citizen I assault\nand kill a human being I am guilty of murder. If as a king or a diplomat\nI start a war that kills ten million lads, I am guilty of no crime known to\nthe law of nations .\n\nWhat then is the answer ? Is there no escape from war is this after\nall a devil's world? Must the nations of the earth, ever so often, engage\nin the wholesale slaughter of their finest youth and destruction of the fruits\nof the patient thrift and toilsome labor of long years ? Must civilization\nfinally commit suicide ? Is humanity doomed and Christianity an irridescent dream ?\n\nHumanity is not helpless-this is God's world! We can outlaw this\nwar system, just as we outlawed slavery and the saloon. We can make\nwar a crime under the law of nations, and substitute law for war in com-\n\npelling the settlement of international disputes. Human society has overthrown other powerful legal institutions that had grown to be a menace\nto human welfare. Piracy, the international slave trade, the code duello.\nthe slave system, the liquor traffic-all were legal institutions, all were as\nold as history-all have been outlawed and their exercise made a public\n\ncrime, in the progress of mankind from barbarism up to liberty and security\nunder law. The history of civilization in the structure of social control\nhas been the history of the invasion of the realms of force and violence by\npublic law.\n\n"}
{"page": 838, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n777\n\nAlways the successful method for the liberation of society from the\neffects of an outgrown legal institution has been to outlaw the institution\nand to make its exercise a public crime. Never has the attack been upon\ncauses there are just as many causes for duels today as there ever were,\njust as many persons who would like to get human labor without paying\nfor it, just as many thirsts for liquor as ten years ago-but there are no\nduels, no human slavery, and no legal saloon in the United States. Institutions that are outlawed and their operation made a public crime die\nout of the life of the world. That is the verdict of history.\nThis is the answer to the supreme problem and menace of war in our\n\ncivilization today. The war system and the war institution must be outlawed by international agreement, and war must be made a crime under\nthe law of nations. This is the first step in the effective \"war against war .\"\nWhenever in the history of human progress, a legal institution is outlawed, if such institution is exclusively performing any necessary function,\nthen that function must be provided for in some other institution. The\nwar system is the only legal method today for compelling a settlement of\ninternational disputes. As long as there are increase and diminution in\npopulations, growth and decay in the genius and adventure of nations, new\ndiscoveries of natural resources and changes in the routes of travel and\ntrade, there will continue to arise questions between nations that will have\nto be settled. In six thousand years of human history there have been only\ntwo methods of compelling a settlement of disputes between human beings.\nThe one, force and violence-assault between individuals, war between\nnations; the other, decrees of courts operating under public law. Therefore we demand, as the second step in the outlawry program to realize a\nwarless world, the codification of international law to provide for the\nlegal settlement of all international disputes, and its codification on the\nprinciple of equality in justice and right among all nations great and small.\nThe third step in the outlawry program is the establishment of an international tribunal with affirmative jurisdiction under a definite international\ncode to hear and determine all questions that may arise between the nations\nand that are not settled by conference or arbitration ; each of these steps\nto be worked out in international conferences and ratified by the people of\nthe nations participating in such conferences.\nHow will the outlawry program campaign be developed ?\nFirst: Work to create an informed and definite public opinion in America\nand throughout the world demanding the outlawry of the war system in\nall lands. Keep to the main point and do not be diverted by easy by-paths\nand blind alleys. Always in the struggles to liberate mankind from institutions that have become a menace to human welfare, there have been\n\nthree types of minds and efforts often in conflict with each other-seeking\nthe same end.\n\na. Those intense individualists who believe that social institutions can\n\nbe overthrown alone by moral suasion, individual protest, and personal\n\nmartyrdom. Such persons believe that they could persuade all men not\n\n"}
{"page": 839, "printed_page": null, "text": "778\n\nNATIONAL EDUCATION ASSOCIATION\n\nto own slaves, or not to drink liquor, and by this means destroy slavery\nand the liquor traffic.\n\nb. Those practical hard-headed men, of little faith, who believed that\nthe institution of slavery or the saloon, by reason of their ancient history,\ngeneral acceptance, and seeming necessity in the past, must therefore continue indefinitely, and that all that can be done is to ameliorate the evils\nof such institutions by this or the other improvement in their operation or\nlimitation of their exercise. Such persons thought that slave owners\nshould be required to feed their slaves well, provide sanitary quarters, allow\nthem one day's rest in seven, and give them some moral instruction, that\nthe saloon should be heavily taxed, limited as to hours and days for operation, and restricted to certain localities; and that this was all that could be\ndone to relieve the acknowledged wrongs of either institution. Opposed\nonly by the efforts of these persons and methods, slavery and the saloon\ngrew in wealth and power.\nc. Those who having studied and understood the power that legality\ngives to an institution especially when coupled with exclusiveness of function in meeting a social need, have organized the collective power of public\nopinion and bringing pressure to bear upon the officials of public authority,\nhave succeeded in outlawing the institution, making its operation a public\ncrime, and gathering up its social function into some other institution or institutions that do not menace the public welfare. This last mind and\nmethod has outlawed slavery and the saloon, and it will outlaw the war\nsystem in this generation.\nSecond: Bring this informed and definite public opinion for the outlawry\nprogram to bear upon these officials with power in all governments through\nvotes, demonstrations, letters, and resolutions demanding the calling of an\ninternational conference to provide and submit to the people of every nation\nfor ratification : ( 1 ) A mutual treaty outlawing the war system and making war a crime under the law of nations; (2) An international code for\nthe legal settlement of all disputes between nations based on the principle\nof equality in justice and right between all peoples great and small ; and\n(3) A statute providing an international tribunal with affirmative jurisdic\ntion to hear and determine all disputes arising between the nations in accordance with such international code.\n\nBorn in the creative mind of a great Chicago lawyer, in collaboration\nwith the foremost international jurist of a Roosevelt cabinet, this outlawry\n\nprogram has now spread to all civilized nations. Senator Borah, the moral\nand intellectual leader of the Senate of the United States, Professor John\nDewey, the philosopher educator of America, and Judge Florence Allen,\nof Ohio, the only supreme court judge among the women of the world,\nare some of our outstanding leaders in this great cause. The Methodist,\n\nBaptist, Presbyterian, Lutheran, Unitarian, and Congregational churches\nhave joined in their support of this fundamental movement for the peace\nof the world.\n\n"}
{"page": 840, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n779\n\nLet us enlist in this great crusade. Two generations ago the slave\nsystem was the issue; one generation ago the saloon system was the issue;\ntoday the war system is the issue. Christian civilization and the war\nsystem cannot both survive. Let us unite to outlaw war and liberate mankind from the age-long thralldom of the sword, thus proving that the\ncountless dead upon the battlefields of the Great War did not die in vain.\n\nDOLLAR FOR DOLLAR\nCARLETON B. GIBSON , SUPERINTENDENT OF SCHOOLS\nSAVANNAH , GEORGIA\n\nWhere the making of American citizens for an upright American Nation\nis concerned, honesty, uncommon honesty, is necessary and fundamental .\n\nIn some relationships and occupations of life, we may cheat and lie and\nsteal under the cloak of respectability and, by soothing our consciences if\nthere be need of soothing, sleep in peace. But in the education of children\nof the people, by the people, and for the people there must be honest dealing\nwith the children, with the people, and with ourselves as teaching and\nadministrative educators .\n\nThere is a triangular and threefold obligation on the part of each\ngroup-the children, the people, and the teachers-the taught, those for\nwhom they are taught, and those by whom they are taught. The people\nfurnish the dollars, the teachers receive the dollars and do the work, and\nthe children are the victims or beneficiaries.\n\nWhat do the people provide for the making of upright and useful and\nintelligent citizens and for assuring life, liberty, and happiness to their\nchildren ? Last year they provided, all told, $1,800,000,000 for 25,000,000\nchildren, or $72 per child; and they continue to provide approximately\nthis sum each year for several years, about $800 in all.\nSome communities of people provide $8000 per child, most communities\n\n$800, some $80, and a few not much more than $8 for the education\nof American citizens with equal rights, equal voting power, and equal voice\nin government. Equal privilege should carry equal responsibility and equal\nopportunity to meet the responsibility and enjoy rightly equal privilege.\nThe spiritual, civic, and mental value of education is unquestioned. Its\nmoney value has been demonstrated. The increased earning and wealthproducing power of the educated boy returns to the people in the body\neconomic in a few years all invested by the people in school life of the boy,\nand because of his education and consequent superior wealth-creating ability\n\nhe produces for society many times the dollars provided for his education.\nThe boy not only gives to the people dollar for dollar, but many times the\ndollars furnished by them.\n\nIf the people are, in a purely commercial sense, to give dollar for dollar,\nthe annual expenditure for the 25,000,000 children of America would be\n\n"}
{"page": 841, "printed_page": null, "text": "780\n\nNATIONAL EDUCATION ASSOCIATION\n\nmore than $ 10,000,000,000. If in some fortunate cities the costs of public\neducation have really mounted alarmingly high, let it be remembered that\n\nin the great majority of cities and in nearly all rural communities the\npeople are in no measure matching dollars fairly with the children. The\n\nmounting costs will on the whole never fall, but will steadily mount higher,\nand they should do so.\n\nOccasionally we hear a few people cry aloud for more emphasis upon\n\" fundamentals\" and less upon fads and frills, but have not all extensions\nand developments of education come from the demands of the people ?\n\nKindergartens, adult education, elimination of illiteracy, Americanization,\nphysical and health education, civics and patriotism, fire and accident prevention, music, art, industries, household arts and science, commercial\nstudies, foreign languages, open-air classes, special provision for subnormals ,\nvisual education, religious education, evening classes, summer schools, speech\ncorrection, part time and continuation classes-all have come from the\n\ndemands of the people, and the demands continue to come. One and eight\ntenths billions for all this education is little compared with the people's\nbill for twenty-two and one half billions for luxuries. They tell us that\nfourteen seventeenths of all the automobiles of the world are owned by\n\nAmericans. The mounting costs of moving about constitute the real\nfinancial irritant of the people. We are in an orgy of spending for automobiles and highways-not for education.\n\nMovie stars and prize fighters are paid munificently, not the makers of\nAmerican citizens and the stabilizers of the American government. Charlie\nChaplin's antics have not only made him more money, but had a greater\nimpression on the American people than have all the thinking and speaking\nand writing of Theodore Roosevelt. The young Georgian fighter, a high\nschool boy, so-called, has an income greater than the combined incomes of\na hundred high school teachers.\nBut there is another phase of this financial obligation, a reciprocal\nresponsibility resting upon us to see that added to interest we give the people\ndollar for dollar. Education costs sometimes run high, because of the\npeculiar organization of the schools and the amount of time lost in the\neducation of the child. Youth is the period for education. Do we conserve\n\nit and use it fully?\nThe earnings of teachers, which constitute the major portion of education's costs, must support them throughout the 365 days of the year, should\nsupport them comfortably and provide recreation, growth, and security in\nsavings, should support them everywhere better than they are now supported.\n\nBut while we are being supported well or poorly might we not by better\norganization and the larger operation of schools give more to the children\nfor the dollars of the people. Short daily hours for five sevenths of the\nweek are no longer necessary for the welfare of the child under conditions\nof enriched modern education. Long vacations of demoralizing idleness\n\n"}
{"page": 842, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n781\n\nare injurious to pupils and a handicap to the schools, and often a source\nof embarrassment to teachers .\n\nThe expensive school plant unused much of the time is an irritation to\nthe people. A curriculum radically revised and enriched for more than\ntwice as many hours per year of active schoolroom work would, while conserving and building health, carry the children on to a higher goal of moral ,\nphysical, and intellectual efficiency as citizens. We could thereby give more\nto the children and society for the dollars of the people.\n\nHOW WE USE VOCATIONAL INFORMATION\nW. W. BORDEN, SUPERINTENDENT OF SCHOOLS, SOUTH BEND , INDIANA\n\nDuring the past few years we have experienced many important developments in our educational progress. One of the most outstanding of these\nis the recognition of the importance of considering the individual needs of\nthe child. In the program of the modern junior high school much emphasis\nis placed on the individual aptitude of children.\nWe have come to believe that true education helps the individual to\nmeet and solve the many situations which confront him. We realize that\neducation which trains one to think, which gives one proper attitudes\ntoward his problems and brings together all innate resources for the\nsolution of these problems, is the education which functions.\nIt is the aim of education and the factor of individual differences upon\nwhich any program of education guidance and vocational information\nshould be based. In the older day, emphasis was placed on the keynote :\n\"The same educational opportunities for all.\" Today we say \"Educational\n\nopportunities according to individual needs, desires, and abilities of the\npupil.\" If we recognize this vital, new principle, then guidance is fundamental in the organization of any plan of education which is to be adapted\nto the variable needs of our children .\n\nVocational guidance has been considered by the casual observer as something relating principally to the placement of pupils in suitable employment\nand of giving advice to pupils who plan to leave school. But it means\nmuch more than placement-it is vitally important for all pupils in our\neducational system, whether planning immediate or ultimate participation\nin the world's work.\n\nFeeling the need of vocational information and educational guidance as\na part of our work, we established in our school system five years ago a\ndepartment known as Vocational Guidance and Information. The personnel of the department consists of the Director, an assistant who has\n\ncharge of placement, and a clerk. In each of our four junior high schools\nwe have advisers or counsellors who are responsible to the director for the\nwork in each school .\n\n1\n\n"}
{"page": 843, "printed_page": null, "text": "782\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe courses in occupational information are planned as a part of the\nregular curriculum of the junior high schools. These courses, which form\na part of the work of the social science group, are given the following\n\namount of time : Seventh grade, one period a week; eighth grade, two and\none half periods a week; ninth grade, one period a week. At the present\ntime a special committee is working out a plan for continuing throughout\nthe senior high school all the phases of guidance begun in the junior high\nschool.\n\nSubject-matter-In order to carry out successfully the aims of the\ncourse, the subject matter is planned to include the following topics:\n(1) Educational opportunities. Study of education in relation to successful living. Children are informed of all educational opportunities\noffered in the local school system. They are made familiar with the opportunities for discovery of new fields of knowledge provided by subjects given\nin the junior high schools. Importance of how and why to study, the\nproper selection of courses, the value of high school and college education\nreceive attention throughout the course.\n(2) Field of occupations. Study in the field of occupations. A study is\nmade of the main fields of occupations with a special observation of representative occupations in each field. The student gets an appreciation of\nthe scope of the world's work, the interdependence existing among all\nworkers, and the contributions each group makes to society.\n(3) Occupational problems. The children are interested in the prob-\n\nlems affecting the worker-such as unemployment, labor laws, relation of\nemployer and employee, finding the right kind of a job, etc. Later the\npupils will have to meet and help to solve such problems. Frank discussion ,\nunder careful supervision, does much to fix proper attitudes and develop\nrespect for the other person's opinions.\n(4) Vocational ethics and character development. There is no time\nmore favorable than the junior-high-school age for stressing character\nbuilding. The importance of character education must be placed on a\npar with other types of education. While character education permeates\nall subjects and all pupil activities, it cannot be left to chance, but must\nhave a definite time and place on the school program.\nPurpose-What we try to accomplish through the subject matter presented.\n\n(1) We try to train pupils to think by bringing up for discussion such\ntopics as problems (as I have mentioned under subject matter) related to\ntheir occupational and civic life.\n\n(2) We try to vitalize their school work by giving them a clearer ap\npreciation of the value of the studies they are pursuing to the varied needs\noftheir adult life.\n\n(3) We try to teach pupils to appreciate the demands for vocational\nfitness in the making of a successful worker in whatever field they may\n\n"}
{"page": 844, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n783\n\nenter. We try to inspire them to obtain the necessary education to help\ndevelop the character and qualities essential to a successful and contented\nworker.\n\n(4) We try through the wealth of the subject matter included in this\ncourse to train children that there is a contribution expected and needed\nfrom each child each individual-that each person must feel his personal\nresponsibility to society and meet capably this individual responsibility ;\nthat attitudes are as equally important in the successful worker as are\n\naptitudes; that the individual who is continually out of harmony is a useless\nmember of society.\n\nWe do not spend a great deal of time on the actual details of the various\njobs and occupational facts which vary so much. These can be learned\nlater, easily and quickly when the child gets on a job, but if each child\nleaves school fired with a zeal to use his resources in serving himself and\nin serving society, he will be a constructive force in his community.\nIn our own school the work has functioned because as time goes on more\npupils are seeing the value of school training and are remaining in school\nafter the school-leaving age-in other words, their school work has become\nmotivated with life interests .\n\nINTRODUCING EDUCATIONAL RESEARCH IN TO\nWASHINGTON PUBLIC SCHOOLS\nFRANK W. BALLOU, SUPERINTENDENT OF SCHOOLS, WASHINGTON, D. C.\n\nFor six years immediately preceding my election to the superintendency\nin Washington in 1920, I had been directing educational research in the\npublic schools of Boston. Those most interested in my administration of\nthe schools of Washington naturally expected that I would undertake to\ninaugurate or develop such work in Washington. It is a real satisfaction\nto any school superintendent when he can live up to what is expected of him.\nThis brief paper describes the steps taken to introduce systematic educational\nresearch into the public schools of Washington.\nFundamental difficulties-To appreciate what was done and why it was\ndone in that manner, one must understand some of the conditions under\nwhich the school system of Washington is organized and operated. Teaching, as well as supervisory and administrative positions, are statutory posi-\n\ntions created by law, and the Board of Education in Washington does not,\nas in most cities, have the authority to create new positions to meet new\n\nneeds, except as specific legislation and appropriations are secured. Moreover, legislation and appropriations are secured from Congress by two distinct and independent routes.\n\nUntil July 1, 1924, the school system was being operated in a legislative\nstraight-jacket created by a general law passed in 1906. Aside from a few\n\n"}
{"page": 845, "printed_page": null, "text": "784\n\nNATIONAL EDUCATION ASSOCIATION\n\nlimited modifications in the Appropriation Acts, no general changes of that\nlaw passed eighteen years ago, had been made until the enactment of the\nTeachers' Salary Act, on June 4, 1924.\nWhat had been done before 1920-Educational research is not entirely\nnew in Washington. Scientific tests were given in a number of the public\nschools by Dr. Robert M. Yerkes while he was with the National Research\nCouncil a few years ago. More recently Dr. L. J. O'Rourke, who is connected with the United States Civil Service Commission, has carried on\nsimilar work. Moreover, through extension and summer courses, some of\nthe teachers and officers in the Washington school system had acquired a\nknowledge of, and some skill in handling, research tests.\nIn 1920, it appeared desirable that definite steps be taken to keep alive\nthis interest in research work until such time as systematic arrangements\ncould be made for carrying on educational research under official auspices.\n\nIn accordance with the superintendent's plan of assigning city wide administrative and supervisory functions to supervising principals, the superintendent assigned educational measurement to two supervising principals, one\nin the white schools and one in the colored schools. These supervising principals assumed this additional function over and above their administrative\n\nand supervisory duties as officers in charge of a group of elementary schools.\nThe work of these two supervising principals represents the first systematic\nattempt to carry on educational research in the public schools of Washington under official auspices. Their work was guided by the following general purposes:\n1. To become a source of information for teachers and officers interested in\nstandard tests and scales .\n\n2. To direct and supervise the giving of all standardized tests in the Washington schools .\n\n3. To study and compare achievements of pupils in the Washington public\nschools with pupils of other cities.\n\n4. To formulate and supervise plans for greater efficiency in educational reorganization and procedure, and\n5. To coöperate with outside educators desiring to make research studies in\nWashington which had been approved by the Superintendent.\n\nThe scope of the testing work carried on the first year under the direction of these two supervising principals will be indicated by the fact that\n43,800 tests in ten subjects or aspects of subjects were printed and used by\nthese officers .\n\nAttemptsto create a new position-While educational research was thus\nbeing carried on in Washington, systematic efforts were being made by the\nschool authorities to secure appropriations from Congress for the establishment of two departments of educational research, one in the white schools\nand one in the colored schools. Each year requests for appropriations have\nbeen submitted by the Board of Education for the salaries of officers to\ncarry on such work. Sometimes those estimates have not been allowed by\n\nthe District Commissioners. One year such estimates were approved by\n\n"}
{"page": 846, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n785\n\nthe District Commissioners and by the Bureau of the Budget and the school\n\nofficials were then in a position to argue before the Sub-Committee on Appropriations of the House of Representatives for the establishment of such\nwork in the Washington schools. The argument was apparently ineffective\nbecause the Sub-Committee did not make the appropriations requested.\nHow it was done-In view of our inability to secure specific appropria-\n\ntions for educational research, other methods of inaugurating such work\nwere considered. Reference has already been made to the fact that supervisory positions in Washington are created by law and appropriations made\n\naccordingly. The law of 1906 created thirteen supervising principalships .\nOn the death of one supervising principal in 1914, his position was not filled\nbut his district was consolidated with another district.\n\nUnder the Act of\n\n1906, as amended, the salary of the Supervising Principal was the ridiculous\nsum of $2,400. This amount was available for the appointment of a supervising principal but not for the appointment of any other officer. However, a precedent had been established for assigning duties to supervising\nprincipals other than those of administering and supervising a group of\nelementary schools.\nThe interest of the teachers and officers, together with the interests of\nsome leading women's organizations in Washington resulted in the raising\nof money for the purpose of supplementing the available $2,400, in order\nto make it possible to secure the services of a person qualified to carry on\neducational research .\n\nAccordingly, the Board of Education agreed to the appointment of a\nsupervising principal to a statutory salary with the understanding that such\nsupervising principal should receive additional compensation from contributions sufficient to make a salary of $4,200 per year. It was further\nagreed by the Board of Education that such supervising principal should\nhave a small division of not more than three or four schools and should\n\ndevote the major portion of his or her time to educational measurement .\nAccordingly, on July 1, 1923, Miss Jessie LaSalle, of Teachers College,\nColumbia University, was appointed supervising principal and assigned to\ndirect the work of educational research in Washington. Thus began the\nformal systematic work in educational research in the Nation's Capital.\nThe selection of Miss LaSalle was fortunate. Miss LaSalle brought to\nher work an unusual background of experience. She had been a teacher in\nkindergarten and the elementary schools as well as in college. She was\n\nthoroughly trained in psychology and when elected in Washington was\ndirector of educational research and psychological clinic at the Scarborough\nSchool, Scarborough, New York .\nMiss LaSalle was not unknown to the teachers and officers of Washington. For three years she had conducted extension courses under the auspices\nofTeachers College for the teachers and officers of both white and colored\nschools in Washington. Through these courses in psychology and educa-\n\ntional measurement, Miss LaSalle had a splendid reputation among the\n\n"}
{"page": 847, "printed_page": null, "text": "786\n\nNATIONAL EDUCATION ASSOCIATION\n\nteachers and officers of the schools of Washington. Moreover, through the\ncourses which Miss LaSalle gave, large numbers of teachers and officers\nacquired familiarity with the principles and practices of educational research.\nNo such salary was available for a corresponding position in the colored\nschools. A committee of officers and teachers, however, was organized for\nthe purpose of carrying on similar work in the colored schools. It is a\n\npleasure to report that the teachers and officers raised $3,000 for the purpose of purchasing tests and material necessary for carrying on the work.\nThe work during 1923-1924\n-From the private contributions and with\n\na limited amount of public money, systematic educational research was\ninaugurated in Washington under official auspices at the beginning of the\n\nschool year 1923-1924. Naturally, there was much public attention given\nto it. Much of Miss LaSalle's time was devoted to public addresses and\nconferences for purposes of furnishing general information concerning the\npurposes of the work.\n\nA limited number of critics appeared during the school year. Some complained because they were not informed by Miss LaSalle of the results of\nher examination of their children. Some of the army officers viewed the\n\ngiving of psychological tests in the public schools from a background of\nexperience with such tests during the war. Some parents criticized the tests\nbecause it was alleged children were not promoted when they should have\nbeen; and on the contrary, some parents criticised the tests because pupils\nwere given a double promotion, partially on the basis of the results of\nthese tests.\n\nSome of these criticisms of the tests became public during the summer of\n1924. Immediately upon the resumption of meetings of the Board of Education in September these criticisms were called to the attention of the\n\nBoard. The Board of Education set aside an evening meeting at which\ntime any one was invited to discuss these tests pro and con.\nThe overwhelming sentiment at this three-hour session of the Board was\nin favor of the tests, with only a few persons expressing general disapproval\nof them.\n\nThe Superintendent anticipated somewhat the possible result of the hearing by the Board and consequently had prepared in advance a statement for\nthe consideration of the Board. At the close of the hearing it appeared to\n\nthe Superintendent and to the Board, that formal action should be taken.\nAccordingly, at the request of the Board of Education the Superintendent\nsubmitted his recommendations to the Board which were that the Board of\nEducation should :\n1. Reaffirm its belief in the value of the program of educational research which\n\nwas inaugurated with the appointment of Miss Jessie LaSalle as supervising\nprincipal to take charge of such work.\n2. Reaffirm its previous position in favor of two directors of educational research,\none for divisions I- IX and one for divisions X-XIII, with trained assistants and\nadequate equipment, all to be provided out of public funds.\n\n"}
{"page": 848, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n787\n\nIn the meantime the Board should continue the work as organized and conducted\nduring the past year and would accept voluntary contributions when necessary for\ncarrying on the work. This is in accordance with the action of the Board taken at\nthe meeting of October 4, 1923.\n\n3. Approve the establishment of opportunity classes for both rapid and slow\npupils where possible; if not possible, the Board should authorize accelerated promotions when the available evidence indicates the probable success of the pupil in\nthe higher grade.\n\n4. Approve the practice of using the results of tests along with scholarship, deportment, and effort and other usual factors as a basis for the classification of\n\npupils in the elementary and junior high schools.\n5. Commend the hearty coöperation of teachers and officers which has been extended to Miss LaSalle in inaugurating this new work in the Washington schools .\n\n6. Commend especially the professional enthusiasm of teachers and officers in\nDivisions X-XIII which prompted them to raise money in order to carry on testing work in the schools of these divisions during the past school year.\n\n7. Approve the policy of training of normal school pupils in the theory and\npractice of educational measurement before graduation, in order that said graduates\n\nmay thereby enter the service as teachers qualified to make appropriate use of\nstandard tests .\n\n8. Endorse and commend the work of Miss Jessie LaSalle in carrying on\nstandardized testing in the Washington schools during the past school year. In\nview of the nature of the testing work and the limited resources at her command\nand the difficulties involved by small buildings and salary classifications of teachers ,\n\nthe Board believes her work to have been highly successful.\n9. Authorize, finally and in general, the administrative officers to carry on this\nwork during the coming year and to extend it in so far as the resources at the\ndisposal of the Board of Education may permit.\n\nThis statement was unanimously approved by the Board of Education and\nduring this school year educational measurement is accordingly being developed and extended in the Washington school system. Under the provisions of the Teachers' Salary Act approved June 4, 1924, and by virtue\nof the further fact that appropriations for the schools of Washington are\nnow made in such manner that larger discretion is given the Board of Education in the development of new lines of work, it is confidently expected\n\nthat, in the near future, the Nation's Capital will take its proper place\namong those cities that give appropriate recognition to the systematic,\nscientific study of its educational problems through a well-organized and\nwell-equipped department of educational research directed by adequately\ntrained professional educators .\nTHE FUNCTION OF THE CENTRAL LIBRARY FOR A\nSCHOOL SYSTEM\nHENRY C. JOHNSON, SUPERINTENDENT OF SCHOOLS\nSAN DIEGO , CALIFORNIA\n\nInstructional material-The poverty of the average school in supplementary material is the chief cause for the dullness, lack of life, want of\ninterest, and impracticability of so much of the classroom instruction.\n\n"}
{"page": 849, "printed_page": null, "text": "788\n\nNATIONAL EDUCATION ASSOCIATION\n\nAn inventory of the average classroom will generally give the following\n\nenumeration : The adopted textbooks, possibly one for each child, a few\nsupplementary books, some out-of-date maps, a worn dictionary, and fortyfive to fifty marred desks. This condition is responsible for the traditional\nprogram and the set mass instruction covering so many pages in the assigned\ntextbooks.\n\nRecent changes in teaching methods-Individual pupil accounting indicates that a large number of pupils leave school because the classroom instruction fails to interest them and seems of little practical value compared\nwith the everyday affairs of life. The lack of reference and supplementary\nbooks and other educational material in the average schoolroom tends to\nmake the study and recitation period superficial, inconsequential, and barren. Unless the teacher has unusual mental equipment and interest in her\nwork, she will resort to mass instruction where every pupil recites from\nthe same text, and the pupils of the class will all be expected to memorize\nthe facts outlined in the textbook.\n\nSlowly but surely the classroom teachers are developing a more sane and\nthoughtful method. If educational material is supplied whenever needed\nby the individual pupil or by small groups of pupils working together, so as\nto afford opportunity for more intensive research of topics or projects, then\nmass instruction will be abandoned and the teacher's time given over to\nindividual guidance. The instruction must fit the individual by leading\nhim on and on at the greatest possible speed. Power to progress varies\nwith individuals, and hence makes lockstep and en masse instruction impossible without, an enormous waste of time on the part of the great\nmajority of pupils, and it will, in all cases, kill interest and drive children\nfrom the school as soon as the law allows them to leave .\n\nThe project method-The average child will make progress only as he\nis encouraged to work out vital problems that confront him in his thinking\nbased on his experience and reading. To develop normally and to his best\nadvantage, the child must carry out his ideas and reach conclusions in his\nown individual way. Then only will he be able to work with the group\nintelligently and successfully.\nThe important problem before the school is to provide, in great abundance, reading, illustrative material, and other forms of educational equipment to suit the various needs of the individuals and groups in the classrooms .\nUnder such conditions teachers and pupils take up naturally the\nproject plan of work.\nSilent reading-The teaching of reading has been a great educational\n\nproblem during recent years, and as a result has received careful study and\nmuch experimenting by teachers throughout the country. For this reason,\nreading is no longer confined simply to oral reading and effective expression, which could be taught to the class as a whole by the use of one text.\n\nThe reading period is now used primarily as a means of extending the\nexperience of the child and stimulating his thinking power. Training in\n\nthe mechanics of reading is accomplished by drill exercises, and therefore\n\n"}
{"page": 850, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n789\n\nit is given only as it is found necessary to develop correct habits of reading .\nIf it is the big purpose of the reading time in school to give the pupil\nopportunity to collect information that will guide his thinking and develop\nhis judgment and reasoning ability, it is quite evident that this progress is\nmade through silent reading where the pupil is taught to concentrate and\nto get the ideas from the printed page as rapidly as possible. If this is the\nimportant work in reading, it certainly becomes the function of the school\nto supply an abundance of literature for each individual so as to make\nextensive reading possible.\nEnriching classroom work in the way I have suggested can be accom\nplished economically and efficiently only by centering all such material in\none place, organized under the direction of skilled people, thoroughly trained\nand experienced in library methods and in the selection of material , and\nthen by giving them the necessary equipment and machinery to supply\nreadily the needs of all the classroom teachers who are so intensively engaged in directing children in their educational progress that they must\ndepend on this central agency to secure, organize, care for, safeguard, and\ndistribute the material for instruction .\n\nSan Diego central school library-To carry out this plan, a central\nlibrary for the school system of the city of San Diego was organized three\nyears ago . This library is ideally located at the center of the school system\nin Balboa Park in one of the large buildings of the world's exposition.\nThese former exposition buildings, which have been made permanent structures, and the grounds surrounding the Central School Library are now\nthe mecca of many interesting and instructive excursions for both children\nand adults. The buildings contain the Natural History, Fine Arts, Science\nof Man, and other museums. Close by is located one of the great zoological gardens of the country. These institutions all coöperate with this\nCentral School Library. The Natural History Museum contributes various nature study and geography exhibits and mounted specimens. The\nFine Arts and Science of Man museums and the Zoological Garden all\ngive free admission to teachers and pupils, and the curators and research\n\nworkers often serve as instructors. Supplementary material supplied by\nthese fine institutions assists the teachers in vitalizing the course of study.\n\nThe Library now contains about 70,000 volumes of supplementary books\nfor elementary schools, consisting of the following sections : One section\ncontains books that are sent out to the elementary schools in the city in\nsets of five to twenty-five to be kept by the teacher as long as needed.\nAnother section is maintained as a special silent reading library, which contains a careful assortment of books on a variety of subjects that are sent\nout at the teacher's request and may be retained for any length of time, or\nuntil all the books have been read by every pupil. Great emphasis is placed\non this informational literature for silent reading.\n\nAprofessional library section has also been built up during the last three\nyears. The latest professional books, recommended by the teaching force and\nother educators, are constantly added to this department of the library for\n\n"}
{"page": 851, "printed_page": null, "text": "790\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe use of committees and individuals in improving instruction. Naturally\na central library is much more than sets or individual books. All types of\nsupplementary material to be used in any part of the school system, that\nwill help class work, are centered in this library. All requests for library\nbooks or supplementary books for any of the schools of the system, senior\n\nand junior high schools as well as the elementary department, are sent\nto the head librarian of the Central Library. Teachers are encouraged in\nevery way to visit it and study the material that may aid them in their\nclassroom problems.\nThe library is also made a center for the supervisory staff. The drawing department, with headquarters in this library, has ample space for\nthe exhibit of projects and other school work. As stated before, it receives\nmuch help from the Fine Arts Museum located near by. The visual education department, with headquarters in the building, has all its material\nand equipment there as a part of the library, organized for the purpose\nof distributing all types of visual aids: films, lantern slides, stereoscopic\nviews, mounted pictures, photographs, industrial exhibits, nature study material, motion picture machines, and other equipment necessary for presenting these visual aids. This department aims to become one of research and\nproduction as well as distribution. Every two weeks the library delivers by\ntruck to each school books and the other material requisitioned. The needs\nof the school and the children determine the length of time this instruc-\n\ntional material is kept.\nThe important thing in building up instruction and encouraging teachers\nto become better students of individual needs has been accomplished by\ngiving them carefully selected books and material for the subject-matter\nunder consideration .\n\nThis has been done in an economical and effective\n\nway through the establishment of the Central Library.\n\nA HOME FOR RETIRED TEACHERS\n\nOLIVE M. JONES, PRINCIPAL, PUBLIC SCHOOL 120, NEW YORK CITY\n\nIn the progress of the National Education Association in development of\nthe cause of education, the work has divided into two broad fields of\nactivity, which may be described as the interests of teaching and the interests of the teacher. These two words, teaching and teacher, include\npractically every phase of professional progress. The first, teaching, occupied the attention of the Association throughout its first years. This was\nentirely proper, because the subject-matter and method of our profession\nhad to be studied and its importance, its relative values, its materia educata\nwe may call it to parallel materia medica, a similar field in a fellow profession, had to be improved and dignified before the worker could gain\nrespect and attention.\n\n"}
{"page": 852, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n791\n\nBut the second field, that of the teacher, has been for several years now\nthe main subject of our attention. I am rather fond of saying that teaching can rise no higher as a profession unless the teacher, the worker in the\nfield, receives consideration and conditions which enable him or her to\nlive and work as a member of an honored profession must .\nBy teacher I mean every rank, grade, and type of worker in the field of\neducation. When the expert theorist in education and superintendent\ncease to be proud of the title of teacher, they have blocked the progress\nof professional development. And I believe that every policy of salary,\ntenure, and pension which we are developing as part of those necessary conditions of living as a member of an honored profession apply with equal\nforce to college professor, superintendent, principal, and grade teacher.\nThe point to which I invite your particular attention this morning is\na newly recognized need. If I were not myself an unmarried woman, willing to own up to a quarter of a century of teaching, discovering that time\nand the natural progress of events in family life are likely to leave me\nmyself without any close relative, when old age comes upon me, I might\nnot have had this hitherto unrecognized need of the teacher forced upon\nmy attention.\n\nBut last year's work in your service as President of the N. E. A.\nbrought innumerable specific cases to my attention. May I digress to tell\nyou some of these stories ?\nIn August of 1923, I happened to be present at a meeting where teachers\nwere receiving their assignments for the new school year . I saw two\nwomen of over sixty left without contracts. Both had given forty years\nof satisfactory service. The State has no proper pension law. Both told\nme that they were without homes or funds, except the charity of un-\n\ncongenial distant relatives. One had provided for an invalid father and\nbrought up and educated his two children by a second marriage.\nThe president of the Board of Education in a southern city told me\nthat a large number of old teachers had been discovered in poorhouses and\ninsane asylums of her State. The discovery was made during a legislative\ninvestigation of State and county institutions. She did not know of my\ninterest in the old-age conditions of teachers, but was citing the instances\nin connection with the struggle to prevent salary decreases in that State.\n\nAmong my personal acquaintance are several horribly lonely old women,\nto whom few of us give as much attention as our busy lives permit. They\n\nhave a pension, so that they are in no need of food or clothing or room,\nbut they have outlived all upon whom they might rightfully depend for\ncompanionship. Many N. E. A. members have told me of former teachers\nsimilarly situated in their own towns.\nThe need of a home in old age is particularly the problem of the unmarried woman teacher. The large majority of men have families and\nlook to the grateful care of sons and daughters. The unmarried woman\nteacher has no such future hope. In addition, her salary has usually been\n\n"}
{"page": 853, "printed_page": null, "text": "792\n\nNATIONAL EDUCATION ASSOCIATION\n\nsmaller, her opportunities for making \"extra\" money have been few, and\nshe usually has the support and care of her own parents and aged relatives,\nbeing the last one left in the family home.\nRetirement allowance, actuarily computed and professionally proportioned with due attention to the questions of promotional opportunity,\n\nmerciful provision for the aged, and recruiting for new teachers-this\nis an essential among the conditions for honored living for the worker.\nBut pension alone does not meet the problem I put before you today.\nMoney alone, no matter how liberal the pension allowance may be, cannot\nbuy companionship and can secure only mercenaries as caretakers.\nProvision of a home for the lonely, retired old teacher is the rounding\nout of our activities to care for the teacher's conditions of honored living :\nSalary, tenure, pension, old-age care.\nOther occupations have set us the example-actors, ship-builders, sailors.\nThe fraternities have given striking illustrations. The Masonic Order, the\nMoose and others. Shall we be laggards ? Shall we trust to the accidental\nclaim of a teacher upon a fraternal order ?\nHow great is this need ? Hearken to the figures amazingly beyond any\nimagination of mine :The Ella Flagg Young Club , of Chicago, volunteered in February to\nmake a preliminary investigation to demonstrate whether need for any\nsuch home actually exists. Miss Isabella Dolton, president of the Club,\nappointed a committee which began work at once under the direction of\nMiss Jane Neil as chairman. In June Miss Neil made a report, the\nsubstance of which is as follows :\n\nHow many retired teachers do you know who need companionship and\ncare at present ? 1263.\nIs it possible that at some future time you may need facilities which\na colony or residence for retired teachers would offer ?\nTotal number of teachers to whom questionnaire was submitted-8194.\nVoting yes-3545 .\n\nIf such a project were successfully undertaken, would you care to\nbecome a resident, granting of course, that the conditions were conducive\nto comfort and happiness ? Voting yes-2484 .\nAnd this was a survey made over a very limited area and in four months'\ntime!\n\nOpponents of the old time poorhouse and old style institutional care for\n\nthe aged are in some parts of our country struggling to pass old-age\npension laws in connection therewith planning schemes of boarding out\nthe lonely and uncared for aged men and women. Imagine such a fate\nfor man or woman with the degree of education we have the right to\n\ndemand in a teacher ! Do you know any teacher's pension which will pay\nfor board in the kind of home an educated woman would desire to\n\nlive ? Can you calmly consider boarding out an educated man or woman\n\n"}
{"page": 854, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n793\n\nwith traditions of culture, good English, and good breeding, in the type\nof house most of our teachers' pensions could afford to pay for ?\nHow can a plan for a home for retired teachers be financed ? That\nopens up a big problem which will be discussed at a meeting of an advisory\ncouncil recently selected to meet the issue. Every State in the Union has\nat least one representative in that advisory council, many have three or\nfour. The members of that advisory council meet this afternoon to decide\nwhat methods will be selected. Half a dozen have been proposed-small\nannual voluntary contributions, bequests, an insurance plan, a loan, a\ndrive, etc. If you will help the cause along, I hope you will write me for\nthe names of your State representatives.\nMy object in coming before you today is to present the need, present\nmy project for meeting that need, and enlist your support. My heart is\nin this thing. I mean to put it over, even at the sacrifice of every other\ninterest, I have ever had. I urge your sympathetic consideration, and I\nrely upon your support.\n\nBALTIMORE'S NEW SCHOOL BuildING PROGRAM\nHENRY S. WEST, SUPERINTENDENT OF SCHOOLS , BALTIMORE, MARYLAND\n\nIn a time allowance of seven minutes I am to tell about Baltimore's\n\ntwenty-two-million-dollar school building program . Hence I must talk\nat the rate of $3,000,000 a minute.\nBaltimore at the beginning of the year 1920 found her school plant in a\ndeplorable condition. Existing school buildings, many of them very old,\nhad been sadly neglected, so that they were dreadfully in want of repairs ,\nand for a number of years there had been absolutely no adequate program\nof new school construction. An awakened public conscience produced in\nrapid succession three acts that started the good work of rehabilitating the\ncity's public school plant.\nFirst, an \"enabling act\" was passed by the Maryland State Legislature\nauthorizing the city of Baltimore, by taking the necessary legal steps, to\nraise on a Public Improvement Loan the money necessary to effect a number\nof public improvements, including considerable improvements to the public\nschool plant.\nSecond, the City Council of Baltimore passed the necessary ordinances to\ncreate a Public Improvement Commission to administer the expenditure of\nthe proposed loan for school improvements and other improvements, and\n\nto issue city stock to the amount of $7,000,000 for school improvements,\nprovided the voters of the city ratified this action.\nThird, the people in the autumn election of 1920 ratified the public improvement loan by the overwhelming vote of 168,716 for the loan to 8585\nagainst the loan. The schools themselves did much to help put over that\n\n"}
{"page": 855, "printed_page": null, "text": "794\n\nNATIONAL EDUCATION ASSOCIATION\n\nschool loan, and the public schools' parade for the loan was a memorable\nfeature of the campaign.\nNo sooner had the Public Improvement Commission gotten upon the\njob of putting $7,000,000 worth of improvements upon the school plant\nthan they realized this amount of money would provide merely a beginning\nof the school improvement needed. In the meantime the Baltimore School\nSurvey of 1920-1921, directed by Dr. George D. Strayer, produced an\nestimate of at least $15,000,000 more as the amount necessary for a satisfactory replacement program plus a program for new school construction\nfor the decade 1920 to 1930. Steps were next taken to get another \"enabling act\" for a second school loan passed by the legislature of 1922, to\nget the City Council to pass an ordinance for a second school loan of\n$15,000,000, and to get the people to ratify this second loan in the November election of 1922. All of this went through according to schedule. In\nthat way a total of $22,000,000 was obtained for Baltimore's present school\nbuilding program, $ 1,000,000 of which was to be devoted to repairs to\nexisting buildings.\nThe $21,000,000 for new construction and extensions is being used \"for\nthe acquisition of school sites and additions to existing sites, for the construction of school buildings and additions to existing school buildings, and\nfor the improvement and reconstruction of existing school buildings.\" In\nthe matter of school sites, seventeen existing schools have had additions to\ntheir sites, and two additional sites have been secured for future schools.\nIn the matter of building additions to existing schools there are completed\nor in process, nine additions to existing schools. Three large elementary\nschools contracted for and started just prior to the passage of our first\nschool loan were taken over and completed by the Public Improvement\nCommission. The main building program, however, consists of twenty-\n\nthree projects, including elementary schools, junior high schools, and senior\nhigh schools, where completely new schools on new sites have been completed or are in process.\n\nThis school building program in Baltimore is going to furnish additional\naccommodations for 33,000 pupils. The new buildings are all carefully\ndesigned and built in fireproof construction. The Public Improvement\nCommission is directing the architects to produce in each case the size of\nbuilding and kind of building desired by the School Board; and Doctor\nStrayer has been retained throughout the program as special educational\nadviser to the architects.\n\nCosts upon the projects so far completed have ranged from $345,000\nfor one of the earliest of the elementary school projects to $1,167,650 for\nthe last one of the high school projects. The building cost per cubic foot\nhas ranged from 27.6 cents to 51.3 cents per cubic foot. On the basis of\npupils accommodated, the cost has ranged from $340 to $627 per pupil.\nAs these fine new school buildings are opened in district after district\naround Baltimore the citizens are learning what a really modern school\n\n"}
{"page": 856, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n795\n\nbuilding is, and already there are signs that from now on they will be\nsatisfied with nothing short of the best in school planning, construction,\nand equipment.\n\nTHE PERSONNEL AUDIT OF THE TEACHING STAFF\nE. E. LEWIS, SUPERINTENDENT OF SCHOOLS, FLINT , MICHIGAN\n\nThere are two major phases of public school administration. One is the\nadministration of what the French call matériel, and the other is the administration of the personnel .\n\nBy matériel is meant buildings, grounds, furnishings, supplies, upkeep,\nmaintenance, money, etc. It includes everything of a physical nature for\nmaking the teacher work effectively.\n\nBy personnel is meant all persons necessary to carry out the functions of\nthe institution. In education it embraces superintendent, assistant superintendent, supervisors, directors, principals, assistant principals, teachers,\nclerks, janitors, and engineers.\nObviously, personnel management in public schools is vastly more important and difficult than matériel supervision. The competency of the\nclassroom teacher primarily determines the efficiency of the public school\nsystem. The levels within the teaching profession range from the simplest\none-room country school to the presidency of the foremost university of the\ncountry. In all of these positions the best possible person is none too good.\nBusiness and industrial establishments have organized personnel departments. These departments are assigned the duty of both hiring and what\nis more important adjusting people to their work in accordance with the\nvery best capacities, interests, and abilities for which they are hired. The\ntechnique of personnel administration has been developed in industrial and\nbusiness establishments. In education, school officers have given a great\ndeal of their time to the matériel management of the school system and not\nenough of their time to the personnel management .\n\nThere are several fundamental principles that must be borne in mind\nin the study of the teacher as an individual : First, one individual differs\n\nfrom another in those personal aptitudes and abilities with which she is by\nnature equipped and which she is able to contribute to her teaching in return\n\nfor her salary. Second, individual teachers differ widely in interests and\nmotives and respond best to varying stimuli. Third, the same individual\nchanges from year to year in ability and in interest (both in degree and\nkind) . Fourth, different kinds of work require different kinds of personal\nability in the persons who are to perform them. Fifth, granting equal\nability, different kinds of work are done best by persons who temperamentally are particularly interested in them. Sixth, the work in each position\nchanges as time goes on. Duties are added and taken away. A similar\nchange is apt to take place in abilities and interests of the teacher. Seventh,\n\n"}
{"page": 857, "printed_page": null, "text": "796\n\nNATIONAL EDUCATION ASSOCIATION\n\nenvironment-working conditions, supervision, personal and professional\nrelations with fellow teachers, opportunities for advancement and for selfexpression exercise a tremendous influence on personal efficiency.\nThe old notion of putting square pegs into square holes and round pegs\ninto round holes is entirely inadequate. The notion of the right man in\nthe right place is little better. These notions regard both the job and the\n\nworker as rigid and inelastic. It is a cold, mechanical point of view. The\nnew point of view recognizes that the teacher exercises an influence upon\nher job and the job exercises an influence upon the teacher. In fact, the\njob is never the same job when filled by a different teacher. The teacher\nis never the same teacher when in a different job. The job reacts upon the\nteacher and the teacher reacts upon the job. Neither the job nor the\nteacher is rigid and inelastic.\nThis has led to a new conception in personnel administration. The new\nconception is called the worker-in-his-work unit. When a new teacher is\nhired we should not think merely of connecting a teacher to a job or a job\nto a teacher. It is the creation of a teacher-in-her-work unit. The hiring\nof a new teacher does not reproduce the same teacher-in-her-work unit. A\nnew teacher-in-her-work unit has been created.\n\nThe transfer of the teacher\n\nfrom one position to another destroys the present unit and creates another\nnew unit. The task of personnel supervision in education is to make every\nteacher-in-her-work unit as effective as possible.\nThree factors must be considered in studying a teacher-in-her-work unit :\nthe teacher's capacities, the teacher's interests, and the opportunities presented by the work.\n\nOne's capacities include a great variety of intangible personal characteristics and concrete abilities, all of which do or do not make for success in\n\nany given kind of work. \"A list of one's capacities would include such\ncharacteristics as physical health, nervous coördination, appearance and\nmanner, judgment, initiative, aggressiveness, thoroughness, disposition, tact,\ndiplomacy, organizing ability, supervisory ability, culture, knowledge,\nadaptability, and skill along specific lines.\"\n\"Interest has to do with one's volitional life.\n\nWe must consider one's\n\nwishes, ambitions, conscious and unconscious motives, instinctive and impulsive tendencies to act, the subconscious mind and emotional set or trend,\nthe vague yearnings and the restless and ill-defined cravings which are so\n\nprofound and yet so slightly recognized as a part in human efficiency. Саpacities and interests must be in harmony for the highest efficiency and happiness of the individual.\"\n\nFinally, the requirements and the opportunities of each position must be\nstudied. This requires expert job-analysis. Opportunities include ( 1 ) a\nchance for the worker to exercise his special capacities; (2) a chance to\nsatisfy his special interests; (3) a chance to advance, and (4) a chance for\nself-expression, for the \"satisfaction of such creative instincts as he may\npossess, for such growth as he may crave, for the fulfilment so far as possi\n\n"}
{"page": 858, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n797\n\nble of those desires and ambitions of a personal nature (for civic activity,\nfor proper leisure, for family responsibilities) with which he may be\nendowed.\"\n\nTHE SUPERINTENDENT OF INSTRUCTION AND THE\nBUSINESS MANAGER OF SCHOOLS—AN ANOMALY\nGEORGE D. STRAYER, PROFESSOR OF EDUCATION , AND DIRECTOR , INSTITUTE\n\nOF EDUCATIONAL RESEARCH , TEACHERS COLLEGE, COLUMBIA UNIVERSITY\n\nThe business manager of schools in a large city bought chairs for the\n\nkindergarten which were uncomfortable, unhygienic, and structurally unsatisfactory.\n\nWhen his attention was called to the fact that the superin-\n\ntendent of schools and the director of kindergartens preferred a better,\nmore hygienic, more comfortable piece of furniture, he proposed that if\nthose charged with the responsibility for developing the work of the kindergartens did not like the chairs he purchased, the children could sit on\nthe floor. The business manager in this school system was responsible only\nto the board of education. He felt that his success depended upon buying\nthe cheapest article available. The physical well being of kindergarten\nchildren did not enter into his calculations. But the adequate development\nof an educational program requires that all business activities, whether they\nhave to do with the buying of furniture and supplies, the planning and\nconstruction of buildings, or the development of an adequate system of\n\naccounting and budgeting, be subordinated to the development of an efficient program of education.\n\nIt was an anomalous situation which permitted the independent business\nexecutive in an eastern city to develop the plans for a large school building\nwithout making any provision for a teachers' rest room. His argument\nthat he and the men in his office down town had to go out for lunch and\nthat teachers should have no better provision utterly ignored the importance\nof a rest period for teachers during the school day.\nThe same office completely responsible for the planning of school buildings without review of the superintendent of schools and his staff was\nsatisfied with a building which was architecturally acceptable, but in\nwhich the daylighting of classrooms had been neglected.\nIn another city the separate business management was responsible for the\nconstruction of a school building in which ample space was provided for\na medical suite, but which failed to make possible the usual distance for\ngiving an eye test because of the manner in which the partitions were arranged in this part of the building. The schedule of accomodations to\nbe provided in school buildings and the standards which must be kept in\nmind can be determined only by those who are charged with the responsibility of developing a program of education in the buildings to be\nerected.\n\n"}
{"page": 859, "printed_page": null, "text": "798\n\nNATIONAL EDUCATION ASSOCIATION\n\nIt is interesting to know that in the larger cities which have provided\nfor the independent management of their business affairs the costs of\neducation are as high as in those cities in which the business executive is\n\nresponsible to the superintendent of schools. The only discoverable difference in cost is in the item of general control where the cost is somewhat\ngreater in the cities which have organized the business office separate from\nthat of the superintendent of Schools.\nThe fetish of the efficiency of the business man has often operated to interfere with sound principles of administration. Not only in the administration of schools, but also in the administration of private enterprises,\nefficiency demands that there be a chief executive officer to whom all other\nexecutives are responsible. In our larger cities the superintendent of\nschools has been chosen for this office usually after a long period of successful experience as an executive in smaller cities or in subordinate execu-\n\ntive positions in the larger city which he serves. Even though the superintendent of schools may not be entirely familiar with all of the details of\naccounting, purchasing, planning of buildings, letting of contracts, and the\nlike, it seems only reasonable to suppose that he has sufficient executive\nability to direct the activities of that part of the school organization having\nto do with these affairs. To set up a separate business organization with\ncoördinate authority is to propose that the business affairs of the school\nsystem can be conducted without reference to the educational program\nwhich the schools are providing and in the furthering of which all administrative activities find their real significance.\n\nHOW WE OBSERVED EDUCATION WEEK IN HUTCHIN-\n\nSON, KANSAS\nJ. W. GOWANS, SUPERINTENDENT OF SCHOOLS, HUTCHINSON, KANSAS\n\nThere is a rightful inquiry on the part of the public in all communities\nas to the reasons for large expenditure of public funds for the school program. Logical reasons for expenditure usually bring reasonable response\nfrom the average community. Since educational demands are so much\ngreater than formerly, the question is frequently asked what is the purpose\nof teaching a certain subject or group of subjects ? What are the schools\ntrying to do ? Do they really have any certain aims or objectives ?\nIt was felt that with all the prestige thrown around education week by\nthe various coöperating agencies, the Federal Government, the State, the\nNational Education Association, the American Legion, and other organizations, that it furnished an unusual opportunity to place strategically before\n\nthe public the aims and purposes of education so splendidly stated in the\nCardinal Objectives of Education. Weeks in advance we began to prepare for the proposed program. Principals' meetings, group, and general\nteachers' meetings were held so that all teachers had the specific details\n\n"}
{"page": 860, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n799\n\nof procedure in mind. The purpose was not to put on a separate program each day, but to develop in the regular daily class work the particular\nobjective to be stressed showing, if possible, how the objective for the day\nfunctioned in the regular school work. The individual teacher sent to her\nprincipal the detailed plan for her lessons for each day. This was additional labor, but was thought-provoking since all wished to excel. Building\nplans were then sent to the central office. Unusual lessons were called\nspecifically to the attention of the general public.\nThe party in charge of grade supervision spent considerable time in\nanalyzing the books used either as regular or as supplementary texts and it\nwas highly illuminating to note the difference in the adaptability of the\nvarious texts, some seem to have been built with the cardinal objectives\nin view; in others they were in decided eclipse. From this analysis much\ninformation was gleaned concerning first-hand material in the school texts\nrelating to each subject taught. Bulletins were sent to all the teachers\nwith direct information and suggestions as to plans. However, each\nteacher was urged to use her own initiative and make her plan as outstanding as possible.\nThe schedule for the week was as follows :\nMonday's objective ....\nTuesday's objective .\nWednesday's objective .\nThursday's objective .\nFriday's objective ..\n\nCitizenship\nVocational efficiency\nWorthy Home Membership\nFundamental Processes\n\nEthical training\nRight Use of Leisure\nHealth\n\nGenerous publicity was given by the newspapers. Reporters visited the\nschools and gave first-hand experiences, which made it much more interesting than office information. Boxed editorials found a place on the front\n\npage along with latest Associated and United Press reports. The program for the week, the seven objectives, and the objective or objectives for\nthe day were first-page news. Practically every one of the homes in the city\nof Hutchinson was reached in this way, and for more than a week the\nreading public had called to their attention each day the fact that there are\nspecific and definite aims in the program for the public schools.\nThe American Legion was much interested and obligated themselves to\nsee that the motion picture theaters gave the proper publicity. For a week\nat each program in all the moving picture theaters the audience read on the\nscreen the cardinal objectives of education and that a visit to the Hutchinson schools would furnish evidence of the fact that they were being\nstressed.\n\nThe various civic clubs entered into the program enthusiastically. The\nChamber of Commerce gave a noon luncheon to its membership in a new\ngrade building. At one o'clock the children assembled in their rooms and\nthe representatives of the Chamber visited the rooms observing the work\n\n"}
{"page": 861, "printed_page": null, "text": "800\n\nNATIONAL EDUCATION ASSOCIATION\n\ndone. On every hand they saw concrete evidences of the objectives of education. Posters, signs, recitations all told the story of the plans and aims\nof the public school. Although the kindergarteners did not understand the\nfull significance, they entered into the spirit of the week enthusiastically.\nOne of them volunteered the information that he knew \"the seven ob-\n\njections to education.\"\nOnly a few examples can be given to illustrate classroom procedure. A\nlesson in worthy home membership was planned by a fifth-grade class in\nmathematics.\n\nThe theme of the lesson was Children's Allowances.\n\nIt\n\nwas a discussion lesson with simple problems to illustrate the points. The\nthought was stressed that to be a worthy home member each person must\nbe mindful of the rights of others. They discussed and determined what\nan allowance for the average fifth-grade pupil should cover. The suggestion was emphasized that perhaps a part could be saved each week. The\naid of parents was enlisted. The teacher has followed up the lesson in the\nhome and the results have been splendid.\nThe classes in salesmanship in senior high school had an unusual chance\nto demonstrate the vocational objective. The largest department store invited the salesmanship classes to take charge of the establishment for the\nday. Students worked with the regular clerks as salesmen; others worked\n\nin the credit and accounting departments. One group assisted the window\ndressers, another wrote all the advertisements for the day, incidentally\nworking in the vocational objective in a clever way. The project emphasized not only the vocational aim, but advertised the program as a\nwhole.\n\nIn addition to the regular assignment in the composition classes in senior\nhigh school each student was assigned a particular objective as his project\nfor the week. He was asked to assemble all material from any recitation\nor any school activity which had a direct bearing on his objective. He\ngave an oral report to the class on the day his assignment was discussed,\nand at the end of the week he handed in a carefully written report of the\nweek's investigation. Some of these reports were illustrated.\n\nOn Friday one of the junior high schools summarized the work of the\nweek in a pageant given in assembly. The parents and friends attended\nin large numbers. The objectives were interpreted by posters, signs, and\npantomime, no words being spoken. Ethical training and citizenship were\nportrayed in two plays written by some of the children. They clearly\ndelineated good citizenship and right living by contrast with poor citizen-\n\nship and wrong living; children's productions, but none the less effective .\nOne group of girls from the home economics department demonstrated\nthe making of a kitchen costume and another the preparing of the ingredients for the making of cookies. Mathematical exercises, work in English ,\nand the funeral of poor writing attended with elaborate ceremonies called\nattention to fundamental processes. The physical training classes proved\nthat health is being conserved .\n\n"}
{"page": 862, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n801\n\nA fourth-grade geography class had an interesting lesson on the leisure\nobjective. Two days in advance the pupils were assigned the project of\npreparing the presentation of a game or leisure occupation of the children\nof some foreign country. Children from Spain, Mexico, Japan, France,\nand Greenland appeared before the class dressed in the characteristic garb\nof the country represented and told stories concerning the games of their\nnative land.\n\nIt is our belief that the program, as carried out, has had and will have\nmost beneficial results. Some five thousand people visited the schools, seeing the actual application of the aims and purposes of education and also\nbecoming better acquainted with classroom procedure. Thousands of\nothers followed the program as given daily in the newspapers. Pupils,\n\nteachers, and the general public undoubtedly had an enlarged vision of\nthe purpose and plan of public school education. The public school consciousness of the community was enhanced, quickened, and vitalized.\n\nTAKING THE SCHOOL TO THE PARENTS\nFRANK E. MATHEWSON, DIRECTOR OF THE TECHNICAL AND INDUSTRIAL\nDEPARTMENT, WILLIAM L. DICKINSON HIGH SCHOOL\nJERSEY CITY, NEW JERSEY\n\nJersey City has been conducting a publicity campaign in the last few\nweeks, preliminary to a request for a large bond issue for building of new\nschools . Last September, Dr. Nugent organized and directed a series of\n\nmoving pictures taken through the schools, explaining the work through\nthe kindergarten and the high school. These have been shown for the past\nfew months in all public places, in the women's clubs, in churches, and during the month of March, these pictures will be shown in the moving picture\nhouses in order to show what the schools of today are doing. The reaction\nhas been favorable. People who have criticised the schools are now saying\n\nthe schools are worthwhile. They knew nothing before of the activities\ncarried on in the schools. This is a fine way to bring the schools before the\npublic. You can have your Education Week and schools open for visitation and the results are not so good. Here we are reaching practically all\nof the parents of the city. Who does not go to the movies, or to church or\nis not connected with some club? In this way we are telling the people we\nare trying to do a real piece of work in education. Dr. Nugent is insisting\n\nthat the credit for the development of this system be given to our former\nsuperintendent, Dr. Snyder. We have decided to show two or three reels\nwhich will give you a fair idea of this movement at the end of the meeting.\nIf any care to see them we shall be glad to have you stay.\n\n"}
{"page": 863, "printed_page": null, "text": "802\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe following reels will be shown:\nReel 1. Evolution of the Public School ; Jersey City Training School;\nand Lower Grades- 1A, 1B, etc.\nReel 2. Vocational Classes for Boys; Upper Grades of the Grammar\nSchool; and Classes in Domestic Science.\nReel 3. Continuation School Classes ; Special Classes for Underweight\nChildren ; Special Classes for the Blind; and Special Classes for the Deaf.\nReel 4. The Hospital School ; and The Public School Athletic Association.\n\nReel 5. Lincoln High School. Dickinson High School. The High\nSchool Play. The Commercial Dept. The Library. The High School\nLunch Room.\n\nReel 6. Girls' work in the Industrial Dept. Classes in Mechanical\nDrawing. Classes in Architectural Drawing. Woodworking Classes.\nReel 7. Classes in the Machine Shop. Classes in Patternmaking. Making Molds on the Bench and Floor in the Foundry.\nReel 8. Pouring Molten Iron in the Foundry. Industrial Physics Labo-\n\nratory. The Electrical Laboratory. The Chemistry Laboratory. D. H.\nS. Memorial Day Exercises ; and Snyder Murphy Title.\n\nOUTCOMES OF OUR CURRICULUM PROGRAM\nJESSE H. NEWLON, SUPERINTENDENT OF SCHOOLS, DENVER, COLORADO\n\nSeven minutes is a short time in which to describe in any detail the\n\ncurriculum program of the Denver Schools so I shall present the brief outline and then perhaps outline some of the results of the program.\nWe have spent $60,000 which was appropriated for the revision of curriculum. This was based upon the principle that the revision of curriculum\nmust be done to a large extent on the ground if the revision is to be effective. It was necessary that the teachers have substitutes when they are\nchairmen of committees and members of committees so they may spend days\nor weeks and sometimes even semesters or a year at the administration build-\n\ning working out this revised course of study. We also needed to employ\nspecialists in particular fields to come to Denver for consultation with our\ncommittees. These are not for lectures to the teaching staff but for consultation with our committees. We needed to employ extra clerks to do\nthe necessary clerical work of revision. All this is under the direction of\nthe administrative staff of the schools. It will be described in more detail\n\nlater. We are in hopes that this will be a continuous system .\nNow as to some of the results. I do not want you to think I am from\nCalifornia when I make the claims I am going to make. I am from\nColorado. We are making conservative statements as to the outcome .\n\n"}
{"page": 864, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n803\n\nI am going to give you the least important outcome first-namely, courses\nof study embodying the latest research tested in the classroom either of Denver schools, or in any State, or any experimental schools. Second, the\nemergence of leaders among the classroom teachers. Third, direct improvement in teaching. Fourth, it is found that the staff is more interested in\ncurrent educational thought. Fifth, it also results in a staff that is doing\nfar more general reading, reading outside the field of education. Sixth, it\nis bringing new joys in teaching to the teacher. There are instances of\nteachers who were not interested in the problems of the work two years\nago who have made distinct contributions to our work.\n\nThe seventh result may seem impossible, but is true. That is, teachers are\nrequesting supervision in the Denver schools, and these are coming not only\nfrom the elementary schools, but from the senior high schools. That is\nmore astonishing. Eighth, teachers are appreciating and using better than\never before good equipment and libraries. Ninth, they are getting a better\ninsight into the aims and purposes of education. Tenth, administrative and\nsupervisory staff are recognizing and appreciating the contributions which\nthe teachers can make in the improvement of policies. That is perhaps best\nof all. Eleventh, there is a better spirit of coöperation between the teachers\nand administrators. Twelfth, teachers and principals are stimulated to increased professional study. Thirteenth, the entire educational staff can\nbetter interpret the schools to the public. Fourteenth, we have as a result\nof our progress, obtained a quickened interest on the part of the public in the\nschools which resulted in a fine series of articles, written by a well-known\njournalist and appearing for thirteen days in the Denver News and Times ,\neveryone pertaining to our revision program and having a front page lead.\n\nINTRODUCTION\nWILLIAM MCANDREW, PRESIDENT OF THE DEPARTMENT OF\nSUPERINTENDENCE\n\nWe have a Commission on the Curriculum which is attempting to bring\nabout a recasting of the daily exercises of the schools. They are young\nmen; they are specialists; and as one whose years is probably the sum of\nthem all, your president desires to remind them of the mistakes that have\nbeen made heretofore in having distinct from the exercises of the school\nthe great American principle of education. It is so easy to state the large\nAmerican ideals and to have them entirely disassociated from the daily\nexercises. You see an illustration of this on every hand. Take a commission of men on the curriculum built up of specialists and you will have\nan excellent citizen going into the great woods of ideas and standing in\n\nfront of his own particular tree and looking at it so intently and getting\nso close to it that he illustrates, as do other members of such a commission ,\nwhat we mean by the old maxim, 'You cannot see the forest for the tree.'\n\n"}
{"page": 865, "printed_page": null, "text": "804\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn turning over this meeting to its chairman and in urging upon this\ncommission the avoidance of mistakes of previous commissions, I ask you\ncommissioners and superintendents to see that in the daily work in the\nmanagement of our schools, we appreciate more than heretofore that great\nAmerican ideal of producing an outlook that is public-minded and not\n\nselfish, running a system of schools that is working for the community,\nand not for the ornamentation of the few.\n\nTHE COMMISSION ON THE curricULUM\nEDWIN C. BROOME, SUPERINTENDENT OF SCHOOLS, PHILADELPHIA, PENNSYLVANIA\n\nThis commission was created by a resolution adopted at the meeting of\nthe Department of Superintendence at Cleveland in February, 1923. The\npurpose of the commission, as stated in the resolution, was : \"To bring\ntogether the elements for the construction of a suitable curriculum for the\nboys and girls of American public schools.\"\nFrom the outset, therefore, we realized that our function was limited;\nthat it was not to construct an all-American course of study, even if it\nwere possible or desirable; nor to specify the content or the amounts of\ncontent in the several branches of study; but that it was our function to\nserve as an officially constituted central committee to bring together the\nelements of a public school curriculum, and to offer guidance and assistance\nin a general nation-wide reconstruction of this curriculum.\nWe maintain that our Nation is not and never was intended to be, a\nnation of central control ; and that whatever central agencies exist were\ncreated for the purpose of aiding and guiding those in whose hands control of right belongs.\nWe believe, therefore, that the proper agencies for reconstructing the\ncurriculum are the superintendents of schools and their assistants in the\nseveral communities of the United States .\n\nWith these ideas in mind, therefore, your commission decided that the\nmost useful service which it could perform would be first, to state the\nproblem; second, to supply the elements; third, to suggest the method ;\nand fourth, to establish and maintain an assisting agency.\nThe problem is to reconstruct the curriculum so that the public schools\nof our country shall fulfill as effectively as possible the purposes for which\n\nthey were established-namely, to promote the general welfare of the\nAmerican people.\nThe elements which we are supplying in the 1925 issue of the Yearbook\nare the results carefully analyzed, of nearly three hundred research\nstudies of different phases of the curriculum of the elementary school.\n\n"}
{"page": 866, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n805\n\nThe method which we suggest is that of a nation-wide coöperative effort\nin curriculum reconstruction by scientific methods by superintendents of\nschools throughout the country.\nThe assisting agency which we offer is a curriculum commission, to continue as long as your body shall determine, together with a division of\ncurriculum research at the headquarters of our organization.\nWe know that no art flourishes well unless its roots are firmly set in a\nfundamental science.\n\nWe know that this is true of the art of medicine\n\nand surgery, of jurisprudence, of engineering. In the art of teaching,\nhowever, we were satisfied to blunder along for generations by rule of\nthumb, or by following the doctrines of an a-priori philosophy. Within\nthe last fifteen or twenty years, however, we have begun to study facts and\nto analyze critically practices which had become traditional in our schools .\nFor example : A careful analysis of writing needs, the experimental determination of method, and the scientific measurements of results have\n\nrevolutionized courses of study and methods in spelling. Courses and\nmethods in reading were also greatly modified by the discovery and recognition of the fact that ninety-five per cent of the need of adults in reading\nis to peruse silently the printed page.\nSimilar research in the fields of other subjects has likewise demonstrated\nthe inadequacy of much of our prescribed courses of study, and the futility\nof some of our time-honored methods of teaching. Educational research\n\nis yet in its infancy, but it has demonstrated its efficiency sufficiently to\nconvince all reasonable educators that the only safe basis of educational\npractice is science based on research.\n\nThe members of your commission appreciate the magnitude of the task\nassigned to them. We also realize the inadequacy of the results of our\nfirst year's work that are embodied in the yearbook which we have prepared. We recognize also that we have completed only one phase of an\nimportant undertaking; and we hope that, with your united coöperation,\nwe may be permitted to continue until our task shall have been substantially\ncompleted.\n\nTHE CURRICULUM : A PARAMOUNT ISSUE\nCHARLES H. JUDD, DIRECTOR, SCHOOL OF EDUCATION\nUNIVERSITY OF CHICAGO , CHICAGO , ILLINOIS\n\nThere is a sense in which all social progress may be said to be continuous.\n\nThe orderly procession of historical events is continually producing the\nchanges through which human relations are broadened and liberalized.\nThose forms of government which do not recognize the individual and his\nrights serve their day and give place to new forms which in turn are replaced as the human race moves forward in its evolution. Human progress\nis an orderly continuously moving procession.\nWhen one looks into the details of the historical narrative, however, one\n\n"}
{"page": 867, "printed_page": null, "text": "806\n\nNATIONAL EDUCATION ASSOCIATION\n\nsoon finds that there is another sense in which the term continuous can in\n\nno wise be applied to the succession of social institutions. The narrative\nof human evolution is a narrative of revolutions. Old forms of human be-\n\nhavior and thinking give place to new only after the most violent struggles.\nConservatism isjust as strong and positive a force in social life as is reform .\nWhat is true of other social institutions is true also of education. Viewed\n\nin the large, education becomes steadily more ample and effective. Viewed\nin detail, education is a succession of struggles between the old and the\nnew .\n\nWe are met today in a period when the battle rages around the curriculum. We have just left behind a great struggle when the issue was the\nintroduction of measurement into the schools. It is easy to chart the\ncourse of that earlier victory and perhaps we shall get a clearer view of\n\nthe present controversy if we withdraw from it for a little and review the\nstruggle just past.\nIn 1893 and 1895, when the Committee of Ten and the Committee of\nFifteen made their famous reports there were no methods of exact measurement known in education. There was a fairly clear recognition at that\ntime that the school was expanding and that its expansion was not altogether\nintelligent and well considered. The reports of the Committee of Ten and\nthe Committee of Fifteen were prepared by leading educators and expressed\nin clear and emphatic form the judgments born out of the experience of\nthose who had been responsible for the success of the institutions then in\n\nexistence. But judgments however conscientious they are cannot long\ncommand acceptance when they are based on unsifted and inexact experience.\n\nThe decade of the nineties was a decade of restlessness.\n\nSchools\n\nattempted to do what the Committee of Ten and the Committee of Fifteen\n\nrecommended, but there was an increasing lack of confidence in the results\nsecured.\n\nToward the close of this decade and in the early years of the new century\ncame the epoch-making criticisms of school results by J. M. Rice and the\ncriticisms of school administration by such leaders as William Maxwell.\n\nThese men with their exact facts about the \"futility of the spelling grind\"\nand about retardation, raised the discussions of education to a new level .\n\nShortly the collection of carefully organized information was heralded as\nthe newest and most important development in the fields of school organization and pupil-training.\n\nThe measurement movement thus auspiciously launched did not, however, establish itself without a struggle. The early stages of that struggle\nwere given over to the perfection of a technique of measurement.\n\nRice\n\npublished his results in 1897 and 1902. The work of Stone, Thorndike,\nAyres, and Courtis did not come into general recognition till 1910 and the\nyears following.\n\nThere are many here who will recall the meeting of the National Council\nin 1915 when the forces of conservatism gathered for a last stand and a\nbattle was fought to determine whether measurement of mental and moral\ntraits was to be recognized as permissible.\n\n"}
{"page": 868, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n807\n\nThere can be no doubt as we look back on that council meeting that\none of the revolutions in American education was accomplished by that\ndiscussion . Since that day tests and measures have gone quietly on their\nway, as conquerors should. Tests and measures are to be found in every\nprogressive school in the land. The victory of 1915 slowly prepared during the preceding twenty years was decisive.\nFor a time it seemed to many that the victory of measurements was the\nfinal victory necessary in order to provide America with an efficient school\nsystem. There were confiding souls who thought that they could lay down\ntheir arms and take possession of the promised land without further molestation. So education became a world of tests and scales and graphs and\ncorrelations.\n\nIn the meantime some of the ancient problems which had agitated the\nCommittee of Ten and the Committee of Fifteen continued to agitate\nteachers and school administrators. For example, these two committees had\nbeen in profound disagreement as to what should be done with the seventh\nand eighth grades. The measurement movement did not at first have very\nmuch interest in these particular grades, but in due time the proposal for a\njunior high school emerged from the tests and scales and records of retardation and there were some who said that the seventh and eighth grades were\nall right and there were others, a small handful at first, who began to\nbuckle on their armors once more and prepare for a new encounter with\nconservatism. The issue now was an administrative issue and sharp were\nthe blows dealt and received.\n\nIt turned out in due time that the battle about the seventh and the eighth\ngrades was merely a skirmish and the real battle was still to be fought.\nThat battle is on today in serious earnest.\nIn order that we may understand clearly the problem which is at the\nfore today we must recall two fundamental facts.\nFirst, we must keep clearly in mind the fact that tests and scales are means\n\nof diagnosis, they are not forms of treatment. If one finds a boy who\ncannot read, the test has served a useful purpose, but the test does not correct\nthe defect. Something must be done after the test has spoken.\nI am disposed to think that some people are unduly disappointed about\nthe measurement movement because it has not suddenly and overwhelmingly\ntransformed the schools into homes of perfection. Some people felt a few\nyears ago that all one had to do was discover how bad a child's handwriting\nwas and that fact would operate to bring about unlimited improvement .\n\nThe fact is, of course, that a bad record in handwriting is effective for\nimprovement only when some one discovers not only where the pupil is now\nbut also the path out of the present situation. Tests and scales have been\n\nenormously revealing. It was distinctly worthwhile to find them a place\nin schools and to refine their technique. When all this is done, however,\nthe task of real reform is still ahead of us.\n\nIn the consummation of this\n\nlarger undertaking we shall profit greatly by the possibility of checking and\n\n"}
{"page": 869, "printed_page": null, "text": "808\n\nNATIONAL EDUCATION ASSOCIATION\n\nmeasuring each step of progress. Tests and scales will always be of use\nbut they will not in themselves solve education's problems.\nI am anxious not to be misunderstood. What I am saying is in no sense\nof the word a criticism of tests and scales. They are as indispensable as the\nengineer's calipers and logarithm tables are to the planning of a great\nengineering enterprise. But calipers will not plan bridges or tunnel mountains. There must be behind the measuring instruments a driving aggressive intelligence full of initiative and resources if the world is to be transformed.\n\nI think there is danger in education that many will feel that measurement has provided us with eternal salvation. There is a resting on the oars\nwhile the boat drifts. There is a formal printing of long tables and a feel-\n\ning that one's whole duty has been done.\nAgainst this kind of conservatism, a most vigorous warfare must be\nwaged. Tests and scales will never supply the schools with a new curriculum. Before we can have new studies there must be broader inspection of\nthe fields of human interests. There must be a bringing into the school of\nsocial knowledge which is not mentioned in any of the scales and tests. In\ndue time these new materials will, as I have said, be tested, but they must\nfirst be brought into the schools through the exercise of vigorous constructive\nthinking on the part of curriculum makers.\nI said a little time ago that there are two considerations which must be\nkept inmind if one would understand why the reconstruction of the curriculum is a paramount issue in education today. I turn now to the second of\nthese considerations .\n\nThe curriculum is a battle ground against conservatism, because life is so\nfull of important matters in this modern period that there is no room for\ninstructional material which does not contribute positively and liberally to\nthe equipment of the pupil for his life's work. It is not necessary here to\n\nreview the familiar facts about the great influx of students especially in our\nhigher institutions of the facts about the increase in knowledge which is\ncharacteristic of our times. The world is full of people and of many kinds\nof new thinking. The schools have undertaken the herculean task of sifting knowledge and putting it in such form that it will be helpful to im\nmature students.\n\nIn former times when students were few and highly selected, when\ncommunity life was simple and contacts with nature and men were direct,\nthe curriculum could be rapidly put together. Indeed, there was then a\npossibility of including here and there elements which were sheer luxuries.\n\nBut all this ease of simplicity is a matter of ancient history. The kinds of\nknowledge which fill modern life and condition its success are numerous\nand they are insistent in their demands for recognition. The school which\n\ncloses its doors to the influx of modern pupils and modern ideas has no place\nin a progressive educational system .\n\nWhen one is brought so clearly to the point where the revision of the\n\n"}
{"page": 870, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n809\n\ncurriculum is the obvious next step in educational evolution, one is filled\nwith wonder that there should be any delay in launching the movement.\nYetwe all know that there is delay. Let us examine the situation in order\nto find out if possible what are the causes that hinder the reconstruction of\nthe curriculum from getting under immediate headway.\nI shall venture to speak pointedly and frankly about two classes of obstructions. First there are certain aggressive positive enemies of reconstruction. Let us call these the vested interests in the antique curriculum.\nHuman nature is so constituted that we always do most easily what we\n\nhave done in the past. I suppose we ought not to blame any of our fellow\neducators for not wanting to change the content of their teaching. Have\nthey not been over the subjects they teach many times, and can they not\n\nteach them with a minimum of effort ? Why should they toil in the acquisition of new knowledge? Since human nature thus naturally tends to hold\nto that which is familiar, would it not be well to be patient about reconstructing the curriculum ? If the old subjects of the curriculum would go\nquietly to their graves, there would be little disposition, I dare say, to jostle\nthem. But they are not willing to sink out of sight and hearing. They\nclamor in their last days for recognition. They secure large subventions\nfrom educational foundations and spend the money in filling the land with\n\nhopeful statistics which a very little examination shows to be nothing but\nempty propaganda. One can explain these performances as human, but one\nmust oppose them and that vigorously if one is a friend of verity and\nprogress.\n\nThere is another group of my friends to whom I must pay my respects\nwhen I discuss the conservatives, that is the owners of the plates of very\nsuccessful textbooks. There is a grave responsibility attaching to the possession of enormous influence.\n\nThe textbooks used in American schools do\n\nmore than any other agency to determine the curriculum. I ask you whether\nthe textbooks in several of the leading subjects have contributed in recent\nyears to the reorganization of the curriculum.\nConservatism appears also in another quarter in a form so potent that I\nmust give it a conspicuous place in my catalogue of vested interests. I refer\nto the prejudices of parents and boards of education in favor of the kind\nof instruction which they understand because they profited by these forms\nof instruction a generation ago. There is nothing more eager than the\ndesire of a parent that his child shall exhibit all of the virtues to which that\nchild is entitled by inheritance. When a teacher comes forward with a\n\nrecommendation for curriculum reconstruction parents and the board of\neducation are likely to be more than lethargic; they are likely to be aggressively in opposition.\nThe conservatism of the vested interests is so influential that it is doubtful whether it could have been overcome without the aid of the facts which\n\nwere collected through the use of tests and scales. As it is, these vested\ninterests are by no means driven from the field, but they are at least weakened to such a degree that the prospects of victory seem bright.\n\n"}
{"page": 871, "printed_page": null, "text": "810\n\nNATIONAL EDUCATION ASSOCIATION\n\nThere is a second group of forces opposed to the reconstruction of the\ncurriculum which are much more subtle than are the forces of conservatism\n\nand more difficult to bring into the open and defeat. I do not know any\nsingle name that describes all of them. Let us call them helplessness because\nof absorption in routine and because of poverty of ideas.\nThis second type of obstruction arises out of the fact that educators are\nnot thoroughly aroused to the need of reconstruction. They do not realize\nthat we have too long been dependent for advances in education on the\naccidents of individual initiative and energy. The way in which a new idea\ncame into the curriculum in the past was for some teacher to use it with\nhis pupils, tell his neighbor teacher that the idea proved instructive, or write\nit into a textbook and persuade a publisher to print it and then wait for\nothers to use it. We have had no machinery in our educational administration for keeping the curriculum up-to-date. We have had teachers to dispense ideas, but the educational system has not concerned itself with the\ncollection and formulation of new ideas. We have been and are today\nutterly helpless in revising the curriculum. The favorite method of revising\n\nthe curriculum is to get some one to do it for us. We know that there is\nsomething wrong. Our tests tell us that pupils are not profiting as they\nshould by what we teach. We are hopeful that some one will discover what\nought to be done. As for ourselves we confess that we are absorbed in\ndoing what we have always done in the past. If we are asked to work on\ncommittees for the reorganization of the curriculum our chief contribution\nto the movement is a long cry for help.\nThe obstacle of helplessness is much more likely to delay reconstruction\nof the curriculum than all of the forces of conservatism. It is highly important, therefore, that this body be persuaded to arouse itself and take an\naggressive part in the new movement which is at hand. Superintendents\nmust be persuaded that their school systems will have to give some of their\nenergy to the task of collecting and arranging materials for teaching. If\nevery system with ten teachers or more in the United States will give\nthe time of one of its best teachers for ten days to the task of constructive\nreworking of the curriculum, we can make progress in five years infinitely\ngreater than we can make by our present methods in half a century.\nOur present methods of revising the curriculum belong to a period in our\nschool history when revision was not expected or sought. Our administrative machinery was made up with energy set aside for the examination and\nemployment of teachers, with energy set aside for the collection and disbursement of revenues, with energy for the enumeration of children and\ntheir instruction in the classroom. There is not now in most systems and\nhas not been in the past any energy for curriculum studies or current importations into the schools of the ideas developed by contemporary science\nand letters. It is this deficiency in our school administration and in our\npractice which has now come vividly to consciousness. We have been seeing\nit in negative terms during the past few years. We have felt a need for\n\n"}
{"page": 872, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n811\n\nsomething which we do not have. The ground is now sufficiently cleared\nof other issues that the curriculum begins to take on a new prominence and\nimportance. It is today an issue of paramount importance.\nThe task of solving the problems connected with reconstruction of the\ncurriculum is peculiarly the task of a great organization capable of drawing to its aid agencies from all sections of the country. This is an undertaking requiring the broadest kind of coöperation. In this country where\n\nschools have always been isolated and local in their organization, there is a\npeculiar helplessness in taking up a task which calls for nation-wide co-\n\noperation. If we do not set aside some of the provincialisms which grow\nout of our past history and really discover methods of coöperative attack\non the curriculum, we shall continue to be weak and wasteful in our efforts\n\nto solve our present problem.\nThe yearbook of the Department, as prepared by the commission and presented to you at this meeting, shows clearly the need of more coöperation\non the part of superintendents and teachers. Look, if you will, at the\nnames of contributors to the yearbook. Do they represent a broad cooperative attack on the curriculum ? I call your attention to a fact which\nseems to me deplorable, the fact that this work is done by specialists who\nare not of the rank and file. The yearbook shows by its contents that we\nall see a problem but that American education is without the organized\nagencies which are needed to cope with this problem.\nWe must introduce a new element into our educational system if we\nare to take the next long step in advance in education. There is need\nof social science in every grade of school. There is need of unification\nof practical education and academic education; there is need of a body of\nmaterial stimulating to the brightest student and another body of material\nsuited to the slow pupil. These needs can be met only when boards of education everywhere in the country are persuaded by their educational advisors\nthat the time has come when each and every school system must contribute\nthe discovery of new materials and the organization of these materials into\nsuitable form for presentation.\nI have tried to show how the period of restlessness during the nineties and\nthe period of testing during the first fifteen years of this century prepared\nthe way for a reconstruction of the curriculum. I then tried to make clear\nthat school expansion which has been going on for a generation has led to a\nvigorous demand for new materials for instruction. Finally, I have described the forces of conservatism which oppose innovation and the negative\nfacts of helplessness and dearth of new ideas which hinder and delay the\nenlargement of the curriculum. The net result of this exposition is, I hope,\na conviction that this Department ought to begin an organized coöperative\nattack on the major problem of the schools, the problem of reconstructing\nthe curriculum.\n\n"}
{"page": 873, "printed_page": null, "text": "812\n\nNATIONAL EDUCATION ASSOCIATION\nTHE CURRICULUM PROBLEM ATTACKED\nSCIENTIFICALLY\nERNEST HORN , UNIVERSITY OF IOWA, IOWA CITY , IOWA\n\nThe thesis which this paper will elaborate in the next few minutes is\nthat the only possible hope of securing a perfected or even a reasonably\nsatisfactory curriculum lies in adequate research. Think for a moment\nof the achievements which, in the last ten years, must be credited to re-\n\nsearch. Research has produced great quantities of useful data without\nwhich many acknowledged improvements in the course of study would\nhave been impossible. But it has done more. It has contributed enormously to the successful formulation and to the refinement of the only\ntheory of curriculum making which has so far proved useful or practicable..\nI refer to the theory of social utility which so usefully points out the necessity of discovering, through the analysis of life's most important activities,\nthe abilities which must be developed in the school.\nWhat are the distinctive contributions of research to curriculum making ?\n\nFirst, it produces the objective data-the bricks, out of which the curriculum must be built. Second, it eliminates mere personal opinion and\nindividual bias. This elimination is peculiarly necessary in education because of the intrenchment of traditional beliefs. It is even more necessary\nbecause of the known ease with which mere philosophizing leads to unwarranted and visionary conclusions..\nThe use of scientific method implies, however, the use as well of all of\nthe essential techniques and safeguards which are a part of it. Since it\nis not possible to even enumerate in this paper all of these techniques and\nsafeguards, I shall speak briefly of one that is frequently neglected-the\nproper utilization of critical judgment.\nWe have failed sometimes to recognize the degree to which critical\njudgment enters into the work of the scientist. We have too often as-\n\nsumed that his work is based in every respect upon data so irrefutable that\nbut one conclusion is possible. But critical judgment enters into his findings in at least four ways : First, in setting up the basic hypothesis upon\nwhich the investigation is built ; second, in choosing an appropriate method\nof attack; third, in organizing and interpreting the data; and fourth, in\nmaking conclusions or generalizations on the basis of the objective data\nwhich have been discovered .\n\nThe two contributions of research in curriculum making are first, to\nproduce the bricks-that is, the objective data out of which the curriculum\n\nmust be built, and second, to eliminate mere personal opinion and individual bias. Let me illustrate for the subject of spelling . Perhaps no other\n\nsubject has its curriculum so fully established by research. No subject is\nmore amenable to a research attack.\n\nThe items are small and definite.\n\nAnd yet, even in this subject, research findings have ben conditioned by\nthe quality of the hypotheses which have guided various investigators ,\n\n"}
{"page": 874, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n813\n\nThis can be illustrated in connection with two problems: (a) that of\n\ndetermining what word should be taught and (b) that of determining the\nsuccess with which these words have been taught.\n\nAmong the earliest investigations in this field are those which analyzed\nthe vocabulary of children's themes. Obviously, these investigations proceeded on the assumption that learning to spell such words as are found\nin these themes will prepare the child to spell the words which he will need\nto write outside the school. An enormous amount of research based on this\n\nassumption has so far produced results of little value because the assumption turned out to be at fault. There are two reasons for this : First, research has shown that the vocabulary discovered in these investigations\nfails to include a large number of words found in the analysis of the writ-\n\ning done in life outside the school; second, it assumed that the compositions\nwhich were analyzed represented the kind of compositions that ought to\nbe written in school, an assumption not admitted even by the friendliest\ncritics of the teaching of composition.\nFor several years most research workers in the field of spelling have\nagreed that the word list should be made out of investigating the common\ntypes of writing done in life outside the school. This again is but an\nhypothesis . To be sure, it may seem self-evident, but its acceptance requires that the general hypothesis be broken up into judgments as to what\nthese common needs are. These judgments have been corrected and refined\nby having individuals keep for a period of time a record of all the types of\nwriting which they do. Obviously, the relative amount of writing which\nis analyzed from each type will determine the words obtained from such\nan analysis.\nAs the result of the analysis of over 5,000,000 running words, approximately 38,000 different words have been found. Suppose the curriculum maker decides to include but 1000 words. This would be a poor\ndecision, but suppose, for purposes of illustration, that it is made. Consider two possible hypotheses which might be used to select the 1000 most\nimportant words :\n1. That the words which are most frequently found are most important when\nteaching spelling ;\n2. That there are two factors which must be taken into account in determining\nimportance in teaching spelling:\n(a) The frequency with which a word is found\n(b) The difficulty of spelling it\n\nIt is obvious that the 1000 words selected on the basis of the first hypothesis would be very different from the 1000 selected on the basis of the\nsecond hypothesis. For example, the word action is found about ten times\nas often as the word accommodate . It occurs in the first 1000 words while\n\naccommodate occurs in the third thousand. If frequency of use is taken\nas the measure of importance, action would be included among the 1000\nmost important words and accommodate would not.\n\nBut action is mis\n\n"}
{"page": 875, "printed_page": null, "text": "814\n\nNATIONAL EDUCATION ASSOCIATION\n\nspelled by only one eighth grade student in a hundred, while accommodate\n\nis misspelled by 61 eighth grade students in a hundred. Taking both use\nand importance into account, accommodate is more than five times as\nlikely to be misspelled as is action. Using the product of frequency and\ndifficulty as a measure of importance, accommodate would be included\namong the first 1000 important words while action would not.\nIt is easy to see that the choice of a proper hypothesis influences to a\nlarge degree the course of study in spelling. It is no less influential in\nother subjects. No step in scientific method, as applied to curriculum making, deserves more careful study.\nThe capstone of research in curriculum making is the discovery of\nmeans of measuring the results of each change in curriculum or in method.\nLet me illustrate again how seriously an improper hypothesis may prevent\nscientific results. For ten years, it has been almost the universal custom to\nmeasure the efficiency of teaching spelling in a school system, in a grade, or\nin a class by sampling a list of words from one column in some spelling\nscale. This is usually done without any effort to discover whether or not\nthe words in the scale are also in the course of study.\n\nWhen tests so\n\nselected are compared with the course of study in the grades for which\nthe test is intended, it is not uncommon to find that few of the words in the\ntest have been taught in the grade in which the test is given or in any pre-\n\nceding grade. In rare instances, the speaker has found tests, sampled in\nthis fashion, in which not a single word used to test the efficiency of a\nterm's work was in the course of study for that term. On the basis of such\n\nabsurd tests, individual pupils, classes, and even whole schools have been\ndeclared to be below standard. In effect, such a declaration says to teachers, \"Your pupils cannot have been well taught since they cannot spell the\nwords you did not teach them.\" Obviously, such a blunder in judgment\nmisses almost all of the values which result from the proper use of standardized spelling scales. It demoralizes both teachers and pupils. This is\nno criticism upon spelling scales or upon the nature of the research by\nwhich they were made. It merely illustrates the ease with which a scientific instrument may be misused. The purpose of science is to discover\nthe truth, but clearly such a test as I have described is no measure of the\ntrue progress of a pupil, of a class, or of a school.\nLet me now illustrate the limitations of judgment in arriving at reliable\ndata. For two languages, English and German, we now have adequate\ndata to show what words are most frequently used in reading and in\nwriting. During the past year, the speaker has been interested in asking\nscholars in these two languages the questions: \"What noun is most frequently used in German ?\" What noun is most frequently used in Eng-\n\nlish ?\" To neither of these questions was a correct answer given, even\nwhen a number of guesses were given. May I ask each member of this\naudience to decide for himself what noun is most frequently used in\nEnglish? Is it a concrete noun or is it an abstract noun ? Well, the noun\n\n"}
{"page": 876, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n815\n\nmost frequently used in English is the word time. The noun most frequently used in German is the word zeit .\n\nIf blunders in judgment are so easy to make in a simple subject like\nspelling, how much more likely they are to be made and how much more\nserious the results in more complicated subjects, such as geography, history,\nor moral education. But do not make the error of concluding that blunders\nin curricular making are to be laid at the door of scientific method. They\nare caused either by not using scientific method or by failure to utilize the\nmost fundamental procedures in it.\n\nWhat I have tried to show is that objective data, scientific techniques,\nand critical judgment must go hand in hand in curricula making. Research\ndoes not consist merely in counting and measuring, necessary as are these\nthings. The setting up of proper hypotheses, the critical study of the data,\nand its interpretation for practical school use require time, scientific ability,\nand insight into school problems far beyond that which is required in the\ncounting and the measurement which produce the raw data. I do not wish\nto belittle counting, measurement, and statistical method. There can be\nno science without these. But the value of data obtained by these procedures depends largely upon the hypothesis which guided them, upon the\ncritical study of their significance, and upon their skillful interpretation for\npractical school purposes.\nIn curricula making, it is a good plan to be skeptical of the results of\nmeasurements which produce data that seem contrary to critical judgment\nand common sense. But even in such cases, objective data cannot be swept\naside by mere argument or by mere philosophizing. Critical judgment\nmay, however, suggest new hypotheses and new techniques to guide further\ninvestigations which will validate or refute the findings which have been\nquestioned.\n\nIn closing, may I urge the recognition of the fact that research in\ncurriculum making cannot be hurried. The work involved in such a pro-\n\ngram as this Department of Superintendence has undertaken cannot be\ncompleted in a year or two, but it can be begun vigorously at once. Ifthe\npresent enthusiasm for this work is allowed to die out at this time, it is a\nsafe prediction that it cannot be rekindled in years. You cannot afford\nto let it die out.\n\nADAPTING\n\nTHE\n\nCURRICULUM TO INDIVIDUAL\nCOMMUNITY NEEDS\n\nAND\n\nJOHN W. WITHERS, DEAN, SCHOOL OF EDUCATION, NEW YORK UNIVERSITY\nNEW YORK CITY\n\nEverywhere today the public school curriculum is being studied not only\nwithin the teaching profession but also outside of it. There is scarcely an\nimportant educational meeting that does not consider some phase of it.\n\n"}
{"page": 877, "printed_page": null, "text": "816\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe enormous activity in this direction within the past few years is clearly\nshown in the Yearbook of the Department for 1925, the third part of\nwhich is the report of a nation-wide survey of the significant studies that\nhave recently been made to discover valid ways and means of improving\nthe elementary school curriculum and adapting it more perfectly to com-\n\nmunity and individual needs. This report, which is remarkably well done,\ncontains a digest of more than 300 scientific and semi-scientific studies\ntouching almost every phase of this problem. It, therefore, makes available in simple, untechnical language an enormous amount of valuable\nmaterial that can be used hereafter to great advantage in curriculum revision. Not all the result of the studies described in this report are scientif-\n\nically valid, nor can they all be applied without modification in the revision\nof any given curriculum. This is not to be expected. Their chief value\nlies in the fact that they throw a great deal of light on every phase of the\nproblem, stimulate thought, provide a technique, and point the way to\na more satisfactory solution.\nThe idea of adaptation implies that every curriculum should contain some\nfactors that are constant or relatively constant and others that are variable.\nTo determine what the constant factor should be is a difficult but at the\n\nsame time a practical problem. This problem is being generally attacked\nat the present time in two different ways which are distinguished chiefly\nby the point of view and the placing of emphasis in attempting to answer\nsuch questions as the following: In constructing the curriculum, should\nwe concern ourselves primarily with the means and processes of education\nor with the results of education ? Should curriculum content be determined\n\nand expressed in terms of the activities of children and the means by which\nthese activities are to be stimulated and guided, or in terms chiefly of social\nneeds and social objectives? Should it be the chief aim to stimulate and\nencourage children to grow by providing for them, through a rich and\nsuggestive environment, activities in which they are vigorously and joyously\ninterested or is it primarily to prepare them for the anticipated opportunities\nand responsibilities of adult life?\n\nSo far as these two movements have found expression in present-day\ncurricula it will be noticed that in some of these emphasis is laid chiefly\nupon processes, in others upon results. In some, the individual pupil with\nhis peculiar growth needs, interests, and activities holds the center of the\nstage, while in others the needs and interests of society and the future needs\nand welfare of the individual are matters of chief concern .\n\nIn the first\n\ntype, the tendency is to reduce curriculum constants to a minimum and\n\nto hold to these tentatively only because they are recognized as essential\nconditions to the continued growth of children. The curriculum is, therefore, set up more or less in terms of problems and projects determined by\nthe dominant interests and purposes of the children themselves. In the\n\nother type, growth needs are of secondary importance and valued chiefly\nbecause they tend to satisfy certain needs of society which are considered\n\n"}
{"page": 878, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n817\n\nmore important than those of the individual. The curriculum in this type\n\nis expressed chiefly in terms of content, in specific abilities and objectives\nof various kinds. Back of one movement is the pragmatic philosophy of\nDewey and James and back of the other the older philosophy of idealism\nofWilliam T. Harris and others.\n\nBoth of these movements are full of suggestions for the superintendent\n\nin the practical administration of public education, but at the present stage\nof our knowledge of the principles that should determine curriculum construction it is better not to commit oneself to the use of either method ex-\n\nclusively. It is better to appropriate what is valuable in both without becoming involved unnecessarily in practical difficulties that follow from the\nuse of either alone. The pragmatic point of view which is becoming increasingly prominent and which finds the values of education in the hereand-now experiences of children tends to correct certain evils of the older\npoint of view which placed the supreme value in the results of education\nwith little appreciation of the value of the processes by which these results\nwere obtained. This latter way of looking at the matter naturally overemphasizes the examination and testing of results and has tended to accentuate if not to produce certain immoral effects that are too evident in\nAmerican life-namely, the feeling that it doesn't make much difference\nhow results are obtained so long as they are obtained. It is all right to use\nany method so long as you can \"get by\" with it.\nI am reminded of a statement made by an old neighbor of mine in West\nVirginia years ago to two of his sons who had become of age and were leav-\n\ning home. He said to them, \"The chief concern in life, boys, is to get\nmoney-get it honestly if you can, but get money.\" The college boy taught\nto hold to this view too often concerns himself chiefly with passing his\ncourses and securing his degree and believes that he is really the gainer if\nhe can do this by deceiving his professor as to what he really knows and\nby taking all the cuts that he is allowed.\nThe pragmatic philosophy, placing the chief value as it does upon the\nconscious experiences of children in the processes of education, tends to be\nan antidote to this evil of the older method. Both the child and his teacher\nare taught to feel that the values of education must be realized in what the\n\nchild is actually doing and experiencing in his school life and that work\nmay be a joy in itself and not a necessary evil to be avoided whenever\npossible.\n\nPerhaps the best and most enlightening experiment in curriculum determination from this point of view is that reported in the recent book of\nProfessor Collings, of the University of Oklahoma, entitled, An Experiment With a Project Curriculum. This experiment carried on in the rural\nschools of McDonald County, Missouri, shows conclusively that even\nthe results directly sought by the older type of curriculum are much better\nsecured by the project method that was employed and that in addition to\n\nthese other extremely desirable effects of education in the attitudes, ideals,\n\n"}
{"page": 879, "printed_page": null, "text": "818\n\nNATIONAL EDUCATION ASSOCIATION\n\nand interests both of the community and of children were also secured.\nIn this experiment no curriculum constants whatever were recognized.\nThe aim was to surround the child with an environment rich in materials\n\nand suggestions for promoting purposes of the children, giving them freedom in the choice of purposes which they sought to realize and guiding\nthem only to the extent that was necessary by the use of criteria in the light\nof which the purposes selected by them were to be judged. These criteria\n\nwere of three sorts: First, is the purpose one that genuinely grips the children ? Secondly, is it a purpose, the satisfactory realization of which is\nwell within the capacity of the children ? Thirdly, is the purpose one that\nis likely to lead on to other and different activities promoting the growth\nof the children ?\n\nThis method of adapting the curriculum to the needs of the children\nand the local community cannot be practically applied by any city or State\nsuperintendent at the present time for three reasons. In the first place,\nto make this method of curriculum determination a real success requires a\n\ntraining, professional enthusiasm, educational insight, and an all-round ability that cannot at present be expected of all principals, teachers, and supervisors of any school system.\nIn the second place, the criteria used by Professor Collings are inadequate for the reason that they are confined entirely to the activities and\nsupposed growth needs of children and do not avowedly take social and\ncommunity needs properly into account. Purposes and projects that are\npositively harmful from a social point of view could be accepted as worthy\nwhen tested by the only criteria which Professor Collings recognizes in\nhis book. It would seem that such a purpose as that of young Loeb and\nLeopold would successfully pass the test of these criteria. Their purpose\nwas certainly a gripping one so far as they were concerned. It proved to be\nwell within their power of achievement, and had not society interfered, it\ncertainly would have led to other and different activities promotive of\ngrowth in the same general direction.\nTo determine a curriculum merely from the standpoint of meeting the\ngrowth needs of children without directing these needs with reference to\ngoals that are socially desirable could hardly be accepted as a proper solution of the problem of curriculum adaptation. The essential needs of community life must necessarily be recognized as constant requirements within\n\nthe limits of the community concerned.\nHere, for example, is a child of normal mentality, of legal school age,\nand a bona fide resident of Cincinnati, who presents himself for admission\nto the public schools of this city. The community provides for the cost\nof his education and compels the schools to admit him. Evidently the\ncommunity expects something to result from the education of this child\nthat will benefit the community as a whole, and therefore intends that\n\nwhatever is required to produce this socially desirable result shall be provided for in the education of all normal children of legal school age. It\n\n"}
{"page": 880, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n819\n\nis, therefore, the function and the duty of the school system to determine\nas far as possible what these community requirements are and make them\nfundamental objectives in the school curriculum to remain relatively constant and be changed only as the social needs out of which they have arisen\nundergo change.\n\nBut what are these requirements and what should the schools attempt to\ndo from this social or community point of view in the education of this\nparticular child? We would agree, doubtless, that they should help him\nto become a worthy and productive citizen of the community, using the\nword \"citizen\" in its broadest sense, but this may mean a variety of things.\nIn what sense, for example, is the word \"community\" to be used? How\nextensive is the social organization that should be taken into account ? A\nchild is, in fact, a member of a variety of communities to which his life of\nthought, feeling, and behavior must become adjusted. He is a member of\nthe little community of his classmates, of his school, and of the local neighborhood of which his school is a part. He is also a member of the larger\ncommunities of city, State, and Nation. The school must help him to\ntake his place as a member and play the part of a worthy citizen in every\none of these communities. In doing this it must begin, of course, with the\nsmaller communities of classroom, school, and neighborhood in the common\nlife of which the child's active participation is most concrete, vivid, and real .\nIt is here that the project method and the pragmatic philosophy of education, by placing emphasis on the participation of pupils in common activities, in the formation and realization of the purposes of pupils, and in the\nmeeting of their growth needs, are very properly revolutionizing the elementary curriculum as well as elementary methods of instruction. This part\n\nof the child's education is basic to the larger type of citizenship.\nTo become a worthy and productive citizen of the United States does not\nmean the same as to become such a citizen of Ohio, and to become a worthy\ncitizen of Ohio is not the same as to become such a citizen of Cincinnati.\nIt is much more certain that as an adult this child will remain a citizen of\n\nthe United States than a citizen of Ohio, and more certain that he will\ncontinue to be a citizen of Ohio than of Cincinnati. The curriculum con-\n\nstants, therefore, in which we are fundamentally interested as determined\n\nby community needs in this larger sense are those to be decided upon for\nthe Nation as a whole. The list of constants set up for Ohio must include\nthose for the Nation, and again the constants set up for Cincinnati must\ninclude those for Ohio. As a citizen of the United States this child will\n\npossess certain rights, privileges, and opportunities, and corresponding\nduties, responsibilities, and obligations that he would not have in the same\nway and to the same extent as a citizen of any other Nation. The United\nStates as an organized body of people carrying on a common life within its\n\nown physical boundaries, is a peculiar community possessing some characteristics not to be found elsewhere. Its obvious, therefore, that the United\nStates as an organized society will, for the sake of its own protection and for\n\n"}
{"page": 881, "printed_page": null, "text": "820\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe promotion of the general welfare of its people, be interested in the education of this Cincinnati boy to the extent at least that he shall be equipped\nand disposed to take full advantage of his rights, privileges, and opportunities as a citizen, making the most of these for his own growth and satisfaction, and at the same time that he shall be trained and disposed to meet\nsatisfactorily and fully his duties, responsibilities, and obligations as a\ncitizen of the United States, and finally, that all the outcomes of education\nnecessary to this end shall be set up as fundamental objectives in any curriculum that may be planned for him. Everywhere and for all classes\nof normal children throughout the United States such objectives should be\nregarded as the irreducible minimum required of all smaller communities\nregardless of their peculiar conditions and their financial ability to support\na school system that will measure up to this standard. Any community\nthat is financially unable to do this must for the sake of national security\nand the general welfare be helped somehow to do so. The primary consideration then in adapting a curriculum to community needs is to determine what this irreducible minimum of objectives ought to be.\nThe Yearbook of 1925 points out one set of objectives that undoubtedly\n\nbelongs to this group-namely, that the so-called \"tool subjects\" of learning must be taught and mastered in all elementary schools. To this statement doubtless you will all agree, but I think you will equally agree that\nthis group of objectives is by no means all that should be included. Since\nthe elementary schools are as yet the only agencies of education common\nto all the children of the Nation, there must be laid in them that neces-\n\nsary foundation for intelligent, effective coöperation, mutual sympathy,\nand good will without which worthy and productive citizenship under\nmodern conditions is quite impossible. The knowledges, ideals, dispositions,\nattitudes of mind, and forms of behavior necessary to this end must somehow be determined and incorporated as a part of every curriculum. As\nstudents of education and superintendents of instruction responsible for\nthe administration of public education throughout the United States, it is\nthe duty of this body to use all available means to arrive at a satisfactory\ndecision as to what these objectives should be.\nBecause of the progressive changes and developments that are taking place\nin American life certain new needs calling for curriculum revision from\na national point of view are becoming increasingly clear and unmistakable.\nIn the first place, the more extensive, complex, and intricately related\ndemocracy becomes, the greater is the need of a high average of general\nintelligence and a fuller knowledge of the facts and experiences essential\nto an understanding of the fundamental interests and activities of our\nnational life.\n\nIn the second place there is need of greater emphasis upon the mastery\nof human elements than was formerly given or expected. Originally, and\neven down to recent times, the problems of American life have been those\n\nin which the problematic factors were chiefly physical facts and physical\n\n"}
{"page": 882, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n821\n\nforces. It was, therefore, necessary that the intelligence of the people\nshould, for the sake of progress and the common good, be centered on the\nsolution of these problems. We had a new nation with marvelous natural\nresources to be developed. Our forests were to be cut down, our soil\ncultivated, our mines opened, our railways and ship lines built, industry\nand commerce established. To do all these things meant a mastery of\nproblems of space and time and of physical facts and forces. In solving\nthese problems it was possible in many instances to work effectively alone\nand unaided by others. With the population scattered thinly over a large\narea, with slow transportation, and the absence of rapid and easy communication, it was not difficult to provide in the schools of that day all\nthat was essential to democratic living.\n\nThese conditions have been profoundly changed in recent years. Problems of life have grown much more numerous, complex, and difficult; the\n\ncontacts of life have been greatly multiplied, its pace accelerated, and its\nstrains increased; the opportunities and inducements to go wrong as well\nas to do right have been greatly multiplied, consequently the great problems of life as we now face them are increasingly those in which the important problematic factors are human facts and human forces and relations. The type of education needed for the solution of these problems is\nvery different from what was considered satisfactory in the past. What\nan individual must now know and be able to do in order to become a\n\nworthy citizen at twenty-one years of age is vastly greater in amount and\nmore difficult to acquire than was formerly true. The foundation for all\nthat is essential to this new type of American citizenship must be laid in\nthe early home life and in the elementary schools of the children of America\nbecause they cannot successfully be laid elsewhere.\nThe fundamental differences among the peoples of the various nations\nof the earth are not determined by what is taught in the colleges and higher\ninstitutions of learning or even in the secondary schools. National differences leading to serious consequences in international relations do not grow\nout of any failure to agree on those things which are taught in these higher\ninstitutions. Men do not fight over the differences which they hold concerning the truths of mathematics or of science. Knowledge of this sort\nis universal, common to all people and accepted by the human mind everywhere when once it is grasped and understood. Those differences among\nindividuals which lie deeper in human personality and essentially determine\npoints of view, standards of value, and ways of looking at the experiences\nof life are wrought out and written deep through the experiences of the\nelementary school and the early home life of the children.\nIn the third place, it is clear that the objectives here called for are of\nsuch a kind that many of them cannot be satisfactorily attained by methods\nof strictly individual instruction. The method called for is one that in-\n\nvolves participation in common tasks, coöperative effort in working out\n\nthese tasks, the exercise of leadership, followership, and intelligent par\n\n"}
{"page": 883, "printed_page": null, "text": "822\n\nNATIONAL EDUCATION ASSOCIATION\n\nticipation in common undertakings voluntarily chosen by the children\nthemselves and carried on within the classrooms as well as on the playgrounds of our elementary schools. The energy of superintendents and\nof special students of education cannot, in my judgment, be centered\nupon any problem of greater importance than that of determining intelligently and successfully what these objectives fundamental to elementary\neducation nationally ought to be and how by continuous study to keep\nthem adjusted to the changing needs of our national life. There is no\nproblem in curriculum construction that calls for sounder thinking and\nbroader educational statesmanship than the determination of these objectives.\nPassing from the national point of view to that of the State, the Cincinnati boy, as we have said, will be likely to spend his adult life in Ohio.\nIn anticipation of this fact the State assumes the responsibility of determining through the curriculum and other requirements the sort of education that should be required for worthy and productive citizenship within\nthe State. Citizenship in Ohio involves rights, privileges, and opportunities and corresponding duties and responsibilities that are peculiar to this\nState. The people of Ohio are also an organized community with common\ninterests and activities that require that those who seek citizenship in this\nState shall be appropriately equipped for this purpose. Consequently, Ohio\nis interested in adding to the irreducible minimum of objectives required\n\nby the Nation, certain others that are necessary and desirable for worthy\ncitizenship within this State. So far then as the curriculum may be regarded as definable in terms of objectives the core of the curriculum for\nOhio will be larger and more inclusive than that for the United States,\nbut cannot omit any objective considered essential for citizenship in the\nUnited States. When what the Nation requires is provided for, Ohio may\nadd anything it wants and set its standards as high as it pleases, provided\nit is willing to pay the price necessary to this end.\nBecause of the needs peculiar to a given State some objectives which\n\nmight be considered as unessential and even as fads in other States may\nbe properly regarded as fundamental in that State. Take Massachusetts\nfor example.\n\nOn account of the absence of adequate natural resources in\n\nthe soil of Massachusetts, its people early recognized the necessity, in order\nto live up to the economic standards which they desired, of importing into\nthe State raw materials and devoting their energy to the converting of\nthese materials into manufactured products that could be sold for profit\noutside of the State. It was necessary to prepare the people of Massachusetts for an economic life that was essentially industrial in character.\nIn time, however, the people of the South who had been exporting their\nraw cotton to Massachusetts and buying back from that State the manufactured product decided that if Massachusetts could pay the cost of\ntransportation of this material from the South and also of fuel for man-\n\nufacturing from other distant States and still make a good profit from the\n\n"}
{"page": 884, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n823\n\nmanufacture and sale of cotton goods the people of the South could do\nthe same thing with much greater advantage and at much less expense.\nIt was, therefore, necessary for Massachusetts, in order to maintain its\nstandards of living, continue its industrial life, and meet this new situation,\nto discover a way to manufacture a product superior in value to that\nproduced elsewhere. It was seen that this could be done by placing upon\nthis product not only an improved intrinsic or utility value but also an\næsthetic value as well. That this might be done Massachusetts did what\nno other State has yet done. In order to improve the ability of the people\nof the State to manufacture a superior product and also to increase within\nthe State the capacity and disposition of the people to appreciate æsthetic\nas well as utility values in manufactured products it was decided to set\nup and maintain at the expense of the State a normal art school to furnish\nthe necessary training. It is easy to see, therefore, that for Massachusetts\nthe right sort of art education is just as fundamental a part of the elementary curriculum as the time honored \"tool subjects\" of learning.\nConsequently, because of these fundamental differences among States\nit is clearly the duty of the educators of any State to study the peculiar\neducational needs common to all parts of the State and essential to intelligent and worthy citizenship in the State. Whatever is thus found to\nbe peculiarly essential to education in Ohio, for example, should be added\nin setting up a curriculum for this State to the educational constants required by the United States as a whole.\n\nComing back once more to our Cincinnati boy and considering the interests of this city in his education the same line of thought that we have\nbeen pursuing for the Nation and for the State holds equally true. Cincinnati is also a peculiar local community with outstanding interests, activities, opportunities, and needs, that for the common good of the people\nrequire certain objectives in addition to those decided upon for the Nation\nand the State. What are the kinds of information about Cincinnati, its\n\nhistory, its art, music, religious life, recreation, social organizations, com\nmercial and industrial activities, and its place in the State and the Nation,\nthat every boy being educated in the city ought to know in order that\nwhen he reaches maturity and takes his place as a citizen he will be able\nand disposed to live up to what Cincinnati offers him in the way of opportunities, rights, and privileges and at the same time will have the disposition and the necessary information to defend by his vote and otherwise\nall that is finest and best in the life of the city.\nA study of this problemby the educators of Cincinnati, assisted by leading\nmen and women of all occupations within the city, should be made to deter-\n\nmine what these peculiar objectives are which ought to be added to those\nalready determined for the State and the Nation as relatively constant requirements for elementary education in this city.\nBriefly summarized, the foregoing analysis of the problem of adapting\nthe curriculum to community needs indicates four types of studies that\nneed to be made :\n\n"}
{"page": 885, "printed_page": null, "text": "824\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. Studies to determine curriculum requirements that are fundamental to the\nneeds of education from the National point of view.\n\n2. Studies to determine the needs of education which are peculiar to a given\nState and must, therefore, be added to the fundamentals required for the Nation.\n3. Studies to determine the peculiar needs of the city or local school system, and,\n4. Studies within a given system to determine what adaptations are needed in\nindividual schools and local communities within the system.\n\nThe individual primarily responsible for initiating and directing or utilizing such studies as these in the actual work of curriculum revision in any\n\nsystem is the superintendent of schools. In planning a program of revision\nfor any system, full use should be made of the materials contained in the\nYearbook of the Department for 1925 and coöperative relations should be\nestablished with special students of education in colleges and universities.\nThe adaptation of the curriculum to community needs is, of course, but\na part of the whole problem of curriculum construction as the superintendent of any city or State must face it. Properly understood, curriculum\nbuilding applies not merely to the determination of objectives, important\nas this is, but it has also to do with deciding upon the means and activities\nof education and the relation in which these must stand to the attainment\n\nof the objectives decided upon. It is concerned with those activities and\nprocesses through which education as a result takes place. The curriculum\nfrom this point of view must be looked upon as a general plan covering a\nperiod of years and intended for the guidance of teachers and supervisors\nin providing, selecting, arranging, grading, and presenting the means of\neducation which are considered desirable and essential to the realization of\n\nthe objectives decided upon. From this point of view the curriculum lists\nthe activities in which children are to engage, points out the sources of\navailable material, and describes for the teachers the means and methods\nto be used in stimulating and encouraging these activities.\nIn the second part of the Yearbook for 1925, valuable suggestions will\nbe found as to the principles which are to be followed in adapting the curriculum to the needs of individuals and groups of children. For lack of\ntime I shall not attempt an extended discussion of this interesting and im-\n\nportant part of my subject, but will call attention briefly in closing to\nseveral important variables which must be taken into account in the practical revision of the curriculum in any given city. Among these may be\nmentioned :\n1. The attitude of the people toward education and their ability and disposition\n\nto support it adequately. This attitude often finds expression through popular\ncriticism of so-called fads and frills and the lack of thoroughness in what these\ncritics consider to be the essential subjects. Such criticism may usually be overcome through an earnest and effective effort to acquaint the people honestly with\nthe more serious aims, purposes, and accomplishments of the schools.\n2. Local educational needs and conditions within the community. The factor\nof local needs and conditions is an important one, which should be carefully studied.\nThe point of view of prominent individuals and influential persons, the key men\nand women of the community, who are not themselves educators, should not be\n\n"}
{"page": 886, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n825\n\noverlooked or undervalued. Adjusting the curriculum to the needs of the community must not be confused with adapting it to the conditions of that community.\nNeither of these can be safely ignored. Conditions must be taken into account as\none determining factor in the experiences of the children outside of the school\n\nwhich affect the work that they can do in school, and the possible assembling of\nlocal means of education under the direction of the school. On the other hand,\nthe needs of education may, and usually do, involve the effort to overcome some\nof the conditions existing in the community.\n3. The presence or absence of supplementary agencies of education. The\npresence or absence of supplementary agencies and activities of education such as\n\nlibraries, museums, theaters, parent-teachers associations, playgrounds, industrial\nand commercial establishments, and the like, is a variable factor of great importance in planning the activities which should be provided for in the curriculum.\n\nThis factor should, of course, be carefully studied not only for a city system as\na whole but for the individual schools within the system and an appropriate relationship should be established between the schools and these agencies. In this\ntype of adaptation the principal and teachers of the individual schools must be\nchiefly relied upon.\n\n4. The mental capacity of the children to receive education. Variation in the\nmental capacity of children is a fundamental factor that can now be determined\n\nmuch more accurately than at any former time through the use of such intelligence\ntests as are now available. In providing for curriculum adaptation, however, the\nvalue of these tests must not be too exclusively relied upon for the proper classification of children. They are a valuable instrument but not the sole means to be\nused in grouping children for purposes of effective instruction. The judgment of\nteachers and the past achievements of the children must also be taken into account.\n\nIt now seems that the available tests of intelligence have probably been worked\nout too exclusively to test differences in the capacity of children for abstract thinking and in the handling of symbols. The consensus of opinion among the best\npsychologists now tends to recognize three distinct types of intelligence all of\nwhich are important in life and should be properly provided for in curriculum\n\nplanning and school management. These types of intelligence are distinguished\nby the capacity ( 1) for abstract thinking, ( 2) for dealing intelligently with concrete experiences chiefly of a physical nature, and ( 3 ) for the mastery of social\n\nrelations essential to participation and leadership. The curriculum should, therefore, be so planned as to take full account of the needs of all of these types and to\ngive proper encouragement for the optimum development of each of them.\n5. The past education and experiences of the children in school and out of it.\nThese experiences as well as the native capacity of the children have much to do\n\nwith determining their ability to do school work at any time. Consequently in adjusting the curriculum to the individual child or to groups of children it is important to ascertain as fully as possible what these experiences are and have been\noutside of the school as well as those received within the school. In making the\nproper adaptation required by this factor it is important that a visiting teacher or\nespecially prepared social worker shall be employed to assist teachers, principals,\nand supervisors to an adequate understanding of the conditions in the home and\n\ncommunity life of the children that affect in a material way their progress in the\nschool and the necessary adaptations of the curriculum.\n\n6. The migration of children into the school system and from school to school\nwithin the system. In most American cities this is an important factor and cannot\nbe overlooked. It calls for a certain uniformity throughout the system in order\n\nto guarantee continuity of instruction and coördination and economy of effort in\nthe work of teachers and children.\n\n7. The ability and attitude of the teaching staff. No one of the variable factors\nfound in any school system is more influential and more important in determining\n\n"}
{"page": 887, "printed_page": null, "text": "826\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhat can effectively be done in the way of adjusting activities within the schools\nto local and individual needs than the ability, professional spirit, and coöperation\n\nof teachers and other members of the school staff. Responsibility for making and\nrevising courses of study rests, as I have said, definitely upon the superintendent.\nHowever, in preparing any new courses of study and in revising old ones the\nsuperintendent must not only utilize all apparently established resuits of scientific\nstudy of education but must also utilize extensively every essential point of view\nand every form of expert judgment to be found within his own school staff. No\ncourse of study which involves extensive or radical changes can be successfully\nput into operation which the school staff as a whole does not thoroughly understand and cheerfully approve. No course should go into effect at any time in the\ndetermination of which teachers , supervisors, and principals have not had a share.\n\nThe combined judgment of the staff, including the superintendent, is always better,\nof course, than that of the superintendent alone. Furthermore, it is immensely\nconducive to the growth of teachers, supervisors, and principals to place upon each\nof them individually and in groups definite responsibilities in the preparation,\n\nrevision, and adjustment of courses of study. When such a plan is followed it is\nalways found that the members of the staff will not rely simply upon their own\njudgment but will seek to ascertain what other cities are doing and how they are\n\ndoing it. This is an excellent way to get wide professional experience actually\nincorporated in courses of study when they are put into operation. Under these\nconditions members of the staff will seek definitely to inform themselves of the\nbest thought and results of special students of education in the various subjects\nof the curriculum that can be found in the colleges and universities and in various\npublications. A great and continuous discussion of the various issues that are involved in revising the courses of study in this way is set up and a sharp struggle\namong the ideas and plans suggested takes place with the almost certain result\nthat the fittest of these will survive in the end.\n\n8. The relative influence and importance of each of the foregoing factors in any\n\ngiven community will condition materially the practical outcome of the curriculum\nrevision.\n\nCURRICULUM REVISION : HOW A PARTICULAR CITY\nMAY ATTACK THE PROBLEM\nA.\n\nL. THRELKELD, ASSISTANT SUPERINTENDENT OF SCHOOLS, DENVER\nCOLORADO\n\nThe best treatment that I can give this topic consists in the presentation of the essential features of the Denver program of curriculum revision. In so doing I shall organize the content of this paper around\nwhat I consider to be the foremost principles in the Denver plan. They\nare as follows :\n\nI. The participation of the local professional corps must be procured as\na basis for the entire program.\n\nII. Definite administration and supervision of the local corps is essential.\nIII . The most advanced educational thought of the profession as a\nwhole should be incorporated.\nIV. Curriculum revision should be continuous.\n\nI. Participation of the local professional corps-In the last analysis no\ncourse of study is any more effective than the extent to which it is actually\n\n"}
{"page": 888, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n827\n\ntaught in the classroom. Its value cannot be determined merely by an\nexamination of the printed contents as they appear between the covers of\nthe published course, for after all it is education we are after and that\ndoes not occur except in terms of pupil growth and development. Getting\nproper content and technique into a printed course of study is only part\nof the problem. The teacher must be prepared to see the significance of\nit all. Or in other words, the teacher must have an intelligence towards\nthat which he is held responsible for teaching.\n\nThe Denver program takes the point of view that the best way to get\nthis result in the teacher is to involve his coöperation in making the courses\nof study which he is to teach. Consequently the organization of the\nDenver plan is based upon a large number of committees. These committees are in the main of two types, commonly referred to as subject\nmatter committees and central organization committees.\nSubject-matter committees-The subject-matter committees are those\nwhich are appointed to cover particular subject-matter fields, such as\nEnglish, mathematics, science, kindergarten, social science, Latin, modern\nlanguages, and the like.\n\nThere are three sets of these committees, one for the elementary schools,\none for the junior high schools, and one for the senior high schools. This\ndivision is made upon the theory that such a plan will better insure complete participation. In covering all twelve grades by one committee in one\nsubject-matter field there is more likelihood of certain parts of the school\nsystem dominating other parts. The same principle holds if one subject\nmatter committee is appointed in each field to cover both junior and senior\nhigh schools. The elementary school teachers should make their contributions in an unrestricted manner from the point of view of elementary school\neducation. The same should be the case with the teachers of the junior\nhigh schools and with the senior high schools. Three committees in each\nsubject-matter field, providing of course it is a field that extends through\nall twelve grades, will no doubt provide the best possible physical setting\nfor getting this freedom of participation. Just how the problem of coordination of effort is attacked will be presented at a later point.\nIn making up the membership of subject matter committees the primary\nconsideration is to make the participation of the classroom teacher the\nstarting point. This means when followed out that the committees should\nbe so constituted as to offer the maximum inducement to the classroom\n\nteacher to enter into the discussions unreservedly. This is not always\nan easy thing to do if the committees are presided over by administrative\nofficers whose aggressiveness has been highly developed by the nature of\ntheir work.\n\nOn account of this fact and also for other reasons which\n\nwill be later presented principles, directors, and supervisors in the main\nhave not been assigned to membership on these subject-matter committees.\nExceptions to this principle have been made where there was a particular\nreason for doing so. Only a few such exceptions have been made. Nearly\n\n"}
{"page": 889, "printed_page": null, "text": "828\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe entire membership of these committees is made up of classroom teachers.\nFurthermore, the chairman of every subject-matter committee is a classroom teacher.\n\nThe committee membership is distributed among the schools as far\nas it is practicable. Of course it would be impossible to represent each\nelementary school on each committee, but it has been seen to that each\nschool is equitably represented. For example, if a school does not have\na member on the English committee it will have one on some other com-\n\nmittee to balance this. Each junior high school has a representative\non each junior high school committee, and the same order prevails among\nthe senior high schools.\nEach committee member is expected to interest his school in the work\n\nof his committee and bring to his committee as many contributions from\nhis associates as possible. In some instances the principal has based his\nfaculty meetings, upon this idea and has had committee members report\nto all of the teachers of the school concerning the work of their several\n\ncommittees. Merely to mention this is sufficient to suggest the possibilities\nalong this line.\n\nAs stated above principals, supervisors, and like members of the professional corps are not as a policy given direct affiliation with these subject\nmatter committees.\n\nIt is understood that these members of the staff are\n\nex officio members of any committee with which their work concerns them,\nbut in the main they are held in a position of general responsibility toward\nthe program as a whole. It is expected that they will help all committee\nmembers rather than those of a particular committee. Every principal.\nis concerned in the work of every committee whose subject-matter field\nis included in the program of studies of his school. His concern then\nin the whole program is a real one. It is obviously his big responsibility.\nHe would be in danger of losing sight of his big task if he were to be tied\ndown to the work of a particular subject matter committee. Furthermore, he would be in danger of becoming interested in the work of one\ncommittee at the expense of losing interest in the work of other committees .\nThe same is true of supervisors whose functions are general, but of\ncourse in the case of supervisors of special subjects a different attitude\nis justifiable to some extent. The directors of home economics, music,\nfine arts, industrial arts, physical education, and the like have, with the\nassistance of the curriculum specialists led the work of the committees of\ntheir fields.\n\nThe central organization committees to whom reference will later be\nmade-These are three in number and are as follows : committee on\n\nconstants in the high schools, committee on organization of program of\nstudies in the high schools, and the committee on classification and guidance.\n\nContrary to the policy with respect to subject-matter committees\n\nthe membership of these central committees is composed of administrators .\n\n"}
{"page": 890, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n829\n\nThe function of the committee on constants in the high schools is to\nrecommend a program of required courses which must be completed by\nall who are to receive the senior high school diploma.\nThe committee on organization of program of studies in the high schools\nis responsible for working out a plan which is to govern the pupils' selection of courses, such as the organization of the program of studies into\ncurricula, majors and minors, and the like.\nThe committee on classification and guidance is charged with the task\nof working out a system of records and other administrative devices\n\nwhich are to be used in putting the entire program into effect.\nCommittees work on school time-All of the committees named above,\n\nthe subject-matter and central organization committees, are not expected to\ndo their work after having taught a full day in the classroom. This\nwork is anything but a side issue. Several rooms in the administration\nbuilding are given over to committee work and in accordance with a\ndefinite schedule committee members come to these rooms and work during\nthe regular school day with substitute teachers in their classrooms. Curriculum revision is fundamental to all else and certainly it should not be\ndone at odd times, especially it should not be done by those who have\nused up their best energies by teaching a full day in the classroom. People\nwho have the curriculum revision work to do should be relieved from\n\nclassroom duties while they are so engaged.\nIn the Denver situation a whole committee sometimes works on full\n\ntime for several days consecutively. After the work of a committee gets\nto a certain point then the chairman is the only one who will work full\ntime consecutively, or the chairman and one assistant may thus proceed.\nThe whole committee is then called in for half day or full day sessions\nat intervals. The committee and chairman then go over the work together and the chairman starts in on another section of the work. Several\nchairmen have worked full time for months under this plan.\nII. Administration and supervision-It is obvious that such an extensive\n\ncommittee system must be carefully supervised. This requires definite organization.\n\nOne person in direct charge-It should be the special responsibility of\none person to direct the administration and supervision of such a program as\n\nthis. Because of the extent to which such a program works into the whole\nlife of a school system it is important that this person be one having administrative duties covering the entire system. He is then in a proper\nposition to weigh all values in making decisions and recommending policies\nof procedure in the curriculum work itself. In Denver the superintendent\ndelegated this responsibility to the assistant superintendent in charge of\ninstruction, who later became the deputy superintendent retaining the\ncurriculum revision program as a special responsibility. Through conferences with the deputy the superintendent keeps in touch with the main\naspects of the program.\n\n"}
{"page": 891, "printed_page": null, "text": "830\n\nNATIONAL EDUCATION ASSOCIATION\n\nCurriculum specialists for immediate supervision of committee work :\nNo one having the general duties of an administrator can give the definite\nsupervision to committees working in curriculum revision which they need.\nThis is a service which must be performed by those who are specializing in\nthe problems of curriculum revision. To provide this service for the\nDenver program last year Professor W. D. Armentrout, director of training schools, State Teachers College, Greeley, and Professor L. Thomas\nHopkins, professor of education, State University, Boulder, were employed for about one half of their time to supervise the work of the Denver\ncommittees. This year Professor Armentrout was not able to return but\n\nthe services of Professor Frederick L. Whitney, director of research, State\nTeachers College, Greeley, were obtained for one day per week and Professor Hopkins three days. Dr. Hopkins has direct supervision of all committees except those in the fields of music and manual arts, which two\nfields are assisted by Dr. Whitney working in coöperation with the special\ndirectors involved. It is at this point that I wish to cover the problem of\ncoördination of committee work to which I referred above .\n\nBy having one of these men in charge of all three committees in a particular field, such as mathematics for example, a thorough coördinating\nagency is provided. All three committees are under his leadership. Furthermore, he can call joint meetings of committees or joint meetings of\nchairmen as he sees the need for doing so. One of the best advantages of\nthis plan is that it combines coördination and unity with the maximum\nfreedom of expression. More important yet perhaps, it offers a chance\nto unite the work of the two or three committees upon the level established by the most progressive one of them if there happens to be variation\nin points of view. In other words, with the type of committees here\nmentioned working in the same subject-matter field, one may immediately\ntake a progressive point of view and proceed to get its materials ready accordingly. When this principle begins to materialize and the results of\nit begin to show in the work of one committee, it is practically certain\nimmediately to influence the work of the other one or two, as the case\nmay be. In other words, it provides a natural entering wedge for progress\nespecially when there is the provision for supervision which has been here\ndescribed.\n\nIf anyone assumes that because the Denver plan has one set of committees for the elementary field, one for the junior high, and another for\nthe senior high, that the principle of coördination and unity of effort is\nbeing overlooked, he is not in touch with the situation. This value is being\ndefinitely provided for, and better still it is based upon the idea of getting\nthis coördination and unity upon the level established by the most progressive elements of the local staff with definite organization in the first\nplace for evolving the points of view of these elements to the highest point\npossible through freedom of study and discussion.\n\n"}
{"page": 892, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n831\n\nClerical staff-A program such as the one here being described calls for\na great deal of stenographical, typing, mimeographing, and clerical work\nof all kinds. The Denver program provides a secretary to have charge\nof this phase of the program. This secretary has from two to six or more\nassistants who give all of their time to taking care of this work. In addition to what this staff can do much clerical work is done by the regular\nclerical staff in the administration building. Committee members are\nnot expected to type their own reports. They hand in rough drafts which\nare typed and in many cases mimeographed for distribution among committee members and for various purposes. Stenographical notes are taken\nin committee conferences with specialists and as far as possible the committee member is relieved of the burden of clerical work.\n\nProfessional library-An organized method of getting all of the available reports of research, recent books, and articles dealing with curriculum\nrevision and problems of teaching which must be studied in such a program\nas I have been describing is exceedingly important. In Denver this need\nis met by a professional library in the administration building, which\nlibrary is in charge of a person who is highly trained in education and in\nlibrary administration and occupies the position in the school system of\nsupervisor of school libraries. All such materials as I have just referred to\nare purchased through this library as needs arise. They are administered\naccording to library methods so that committee members have only to go\nto the library and call for the reports or articles which they may want\nto use and the librarian provides them. This library is a key point in\nthe program. It would be extremely wasteful of energy and time if there\nwere not a definite way of providing the committees with the materials\nwhich are necessary for their work.\nDepartment of tests and measurements-City-wide standard achievement tests are given before old courses of study are displaced, and then the\nnew courses are checked up later by the same method. Perhaps the most\nsignificant contribution from the department of tests and measurements\nlies in the working of tests into the courses of study. The director of\nmeasurements in coöperation with the committees and the specialists in\ncharge of committee supervision is working out a series of tests for each\nof the new courses. These tests are worked out in the light of what the\ncourses actually assign. Their purpose is to offer definite means for\nchecking up on content and method and also to enable the teacher better\nto analyze the teaching problem.\nIII. The most advanced educational thought must be incorporated-\n\nThe local staff with the special type of supervision that has already been\npresented is able to capitalize a great deal upon the research work which\nhas been carried out in many of our colleges, universities, and experimental schools. It is able to bring before the committees the best articles\ndealing with educational method and the like. A relatively high point in\nthe assimilation of the best our profession has to offer up to date can be\n\n"}
{"page": 893, "printed_page": null, "text": "832\n\nNATIONAL EDUCATION ASSOCIATION\n\nreached through the initiative of such a local organization. But there\ncomes a time in the work of a committee when it is extremely helpful\nto have present in person some outstanding specialist in the particular\nfield of that committee's work. This idea is carried out by bringing many\nof the leading research specialists of the country to Denver for definite\npersonal work with the committees. They do not come for general\nlectures nor for general discussions, but they come at a time when the\ncommittees have their problems defined, when committees are able to state\nissues clearly and to ask definite questions about them. The outside specialist does not have to \"sell\" himself in this situation for his need has already\n\nbeen recognized, and those with whom he is to work are looking to him\nfor specific assistance. He stays several days, depending upon the particular\nneed of the committees with whom he is working. Before his coming he is\ninformed of the progress of the committees up to date and after he leaves\nmanuscripts go back and forth through the mail in a process of criticism\nand development toward the point where the first printing will be deemed\nadvisable. Last year fourteen such specialists were brought to Denver\nand a like number is scheduled for this year.\nParenthetically, let me remark that all of the expense of the special\nservices I have referred to up to this point-namely, substitute teachers\nto take the places of committee members while these members work on\n\ncurriculum revision, the services of Professors Hopkins, Armentrout, and\nWhitney, the special clerical staff, and the outside specialists are provided for in a special appropriation made by the Board of Education\nduring each of the last two years. The appropriation for the two years\nis a little more than fifty-five thousand dollars. This is for the special services I have mentioned and it does not include the time given to the\nprogram by regular members of the corps.\nIV. A continuous process-In order to make adjustments to new social\nconditions as rapidly as such adjustments need to be made today a curriculum revision program in its initial stages has to take on the nature of a\ndrive. Such a program has to be organized for the purpose of making up\nfor lost time. This would not be true in any situation in which there had\nalways been a curriculum revision plan capable of meeting changes as\nthey arose, but as far as I know no such organization has ever existed. We\ngenerally let things drift for a few years and then put on a drive to bring\nschool work up to the changes in social conditions. We look upon our\n\npresent organization in Denver as a means of making adjustment to new\nconditions in the quickest possible time, realizing that the present hour\nis an extraordinary one due in large part to the effect of the recent war.\nBut after this initial stage is gone through with there should be a definite\nplan for keeping courses of study revised year by year in order that steady\nconsecutive progress can be effected and thus the need for drives eliminated\nbarring unforeseen radical social disturbances. Change in our social life\ntoday is a continuous process and our schools must recognize this principle if they are to do better than to sit on the tail of progress. This\n\n"}
{"page": 894, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n833\n\nrequires a continuous curriculum revision program. It should be as\ndefinitely a part of the administration of a school system as any of the\ndepartments that we now recognize as established. A department of\ncurriculum revision, after the drive stage to which I have been referring\nhas been gone through with, could by perennial revision keep the courses\nof study in the classroom reasonably appropriate to the needs of the hour.\nAny extensive program of curriculum revision such as the one I have been\ndescribing which fails to get this permanent result must be mainly a disappointment.\n\nIt is hoped that this year will practically complete the initial stage in\na continuous program of curriculum revision in Denver.\nAt the end of last summer the following courses were given their first\nprinting and are now in the classroom-junior high school Latin, junior\nhigh school general science and biology, junior high school social science,\njunior high school commerce, elementary arithmetic, and kindergarten.\nThe following are now in the classroom in mimeographed form for\ntrial and experimentation. After revision they will be printed for general\nclassroom use next September : Elementary school-art, industrial arts,\nand home economics; junior high school-art, industrial art, home economics, mathematics, French, and Spanish; senior high school-art, Latin ,\nhome economics, French, and Spanish.\nIn addition the following will also be ready by next September : Elementary school English, science, reading, physical aducation, visual education, music, and social science; Senior high school English, physical education, commerce, and certain units in the field of mathematics.\nBiggest outcome-But the most significant results will never be reduceable to printed form. Teacher growth in terms of insight into the\nsignificance and wonderful possibilities of his profession, which insight is\nattendant to the development of a scientific attitude toward all problems ;\npupil growth along the same lines ; and a quickened community consciousness on the subject of education are the big results. And such outcomes\n\nthrough a program of curriculum revision are possible only in that situation in which all sources and types of intelligence bearing on the problem\nare given opportunity to participate in its solution. There is no better\ncriterion by which to measure the worthwhileness of that which is going\non in any school system than the state of morale running throughout the\nprofessional corps .\nHigh morale comes from the feeling on the part of each that he is engaged in a great work under a plan which enables him to see the best of\nhis own life expressed in it. Service to a great cause is the source of life.\nCurriculum making is the great work of our profession. All else that is\ndone in a school system must, in the last analysis, come to bear as a means\nto the solution of this problem. Certainly the cause is big enough. It is\nas significant as life itself. Give every member of our profession a chance\nto do his best for it and the results need not be feared.\n\nlenge of curriculum making to every community.\n\nThis is a chal-\n\n"}
{"page": 895, "printed_page": null, "text": "834\n\nNATIONAL EDUCATION ASSOCIATION\n\nA COÖPERATIVE PLAN FOR curricuLUM REVISION\nZ. E. SCOTT, SUPERINTENDENT OF SCHOOLS, SPRINGFIELD , MASSACHUSETTS\n\nThe continued development of the public school system of America is a\nproblem the difficulty and importance of which challenge the highest intelligence and training possessed by the body of people responsible for its improvement.\n\nIt is true that each year gives evidence of improvement in many phases\nof school work. The success of our program of public education is one of\nAmerica's real achievements. School men and women everywhere should\nappreciate this achievement, and they should not hesitate to be encouraged\nby the results .\n\nBut the improvement made, the success achieved, are but marks along\nthe educational highway. Improvement and success are relative terms,\ndepending upon the state of society in which they are gaged and measured.\nWe cannot be content to remain where we are. We must continue to meet\n\nthe demands of a rapidly changing society.\nThe task of coöperative curriculum revision is of great moment in our\neducational program. For adequate success it will be necessary to utilize\nall the educational resources of various communities.\n\nIn our research and endeavor we have reached some important conclusions : That the curriculum can have many common elements or factors and\nstill not be uniform; that the curriculum is not static; that the best\ncurriculum is improvable; that either a poor or a good curriculum very\nmaterially influences teaching, supervision, and administration.\nToday we place more emphasis upon \"teaching materials\" than ever\n\nbefore. The end and aim of education cannot be successfully achieved\nunless a worthy effort be made to include in any public school curriculum\nsuch a range of teaching materials that through their use the objectives of\neducation are reached.\n\nThere are certain major factors in the success of any school program.\nThey are the teachers, including supervisors, principals, and administrators ;\n\nthe philosophy of education held by teachers, supervisors, and principals ;\nthe method or plan of work followed ; buildings and equipment; the attainments such as skills, habits, attitudes of mind, character, etc. Equal in importance to any of these is the curriculum, that factor in a public school\n\nprogram by which is determined what is taught, how much is taught, when\nit is taught, and with what results.\nIt is an educational fact that a poorly made and administered curriculum\nmeans a poor school system; that a well made and enriched curriculum\nmeans a good school system; that a progressive and cumulatively improved\ncurriculum means a constantly improved school system.\nIt is from this point of view, then, that I present an outline, a way by\nwhich curriculum revision may become a better organized and more scientific procedure.\n\n"}
{"page": 896, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n835\n\nThe outline. formulates a practical way by which the very important contributions in curriculum revision and enrichment may be made available to\nthe school systems throughout the country. It attempts to eliminate loss of\ntime and effort. It attempts to foster research and professional coöperation.\nIt hopes to stimulate and encourage, likewise, local interest and endeavor in\nthe very important work of curriculum revision.\nCurriculum revision: a constant and continuing problem-The work of\ncurriculum revision involves both the preservation of that which is best\nfrom the contributions of the past, and the selection and organization of the\nmost important values of the present day. In one sense, the public school\ncurriculum is a reflection of the life and progress of society. Its revision,\ntherefore, will occur as often as progress occurs. A static school is not\npossible in a dynamic civilization. The present-day developments, for\nexample, in science, art, industry, etc., are sufficient to give new life and\ncolor to curriculum from kindergarten through high school.\nCertain definite factors enter into the solution of this problem such as :\n(1) the work of the local school system; (2) the work of individual specialists; ( 3 ) contributions of individual school systems ; (4) provision for effective coöperation; and (5) certain techniques for carrying out a coöperative\nplan.\n\nCan a local community adequately and economically solve the problem of\ncurriculum revision?-The resources at the disposal of the typical school\nsystem are inadequate for the complete solution of this intricate problem..\nThe local community should be responsible for definite work in general\ncurriculum theory, and for that portion of the curriculum which answers\nits own particular needs. For each local school system to attempt to solve\nthe great common problems affecting all schools means a loss in time, energy,\nand funds.\n\nCan the work of individual specialists solve the problem?-The specialist\nconfines his work to a limited field.\n\nHis work is minute and exact rather\n\nthan comprehensive. He lacks the facilities for coördinating his work with\nthat of other specialists, for disseminating it, and for securing its practical\nuse. The specialist can make his best contributions by coördinating his very\nimportant research work with that of curriculum committees from various\nschool systems.\n\nHow may the contributions of individual school systems and curriculum\nspecialists best be brought to bear in the revision of the curriculumEconomy can be effected if duplication of effort by various school systems\ncan be reduced-if the results of the work of other school systems and\ncurricula specialists can be made available for individual cities. This prevention of waste and the coordination of effort could be brought about by\nan agency set up for that particular purpose. To accomplish this result is\na worthy undertaking.\n\nUnder what auspices can such coöperation be effectively provided?Curriculum revision is an immediate problem in practically all school sys\n\n"}
{"page": 897, "printed_page": null, "text": "836\n\nNATIONAL EDUCATION ASSOCIATION\n\ntems throughout the country. The Department of Superintendence is the\nnatural agency which should set up the machinery for the coöperation of\nsuperintendents, principals, and teachers in curriculum revision. The Department should be able to secure the benefit of the best thinking of all\ngroups. \"The best course of study in any subject is possible only by pooling\nthe skills, the enthusiasm, the leadership in that subject.\"\nWhat will be the technique of such a coöperative plan?\nA. What will the individual school system do ?\n1. Machinery for work in the individual city should be well organized.\nTeachers, supervisors, principals, and superintendents-all should be expected to contribute. ( Helpful suggestions for the organization of local\ncommunities for curriculum revision appear in Chapter II of the Second\nYearbook of the Department of Superintendence.)\n2. The city working on particular curriculum problems should furnish\nthe Department of Superintendence with the name of the person or persons\nresponsible for the program in a given city.\n3. A statement of the work under way in the revision of the curriculum\nin any system should be sent to the Department of Superintendence. Ocсаsional reports of progress should be made.\n4. The persons directly responsible for curriculum revision in a cooperating city should, from time to time, furnish the Department of Superintendence with clear statements of the concrete difficulties encountered in\nthe revision undertaken .\n\n5. In so far as facilities permit, each coöperating city should be represented at round table and committee conferences at the summer meeting of\n\nthe National Education Association, and at the winter meeting of the Department of Superintendence. By this plan, those engaged in curriculum\nresearch and revision may personally recount the results of their practical\nwork and hear the results obtained in other cities .\n\n6. Definite plans could be worked out by which completed curriculum\nunits are put into tentative form for distribution within a school system.\n\n7. Conference of teachers, principals, and supervisors should be called\nto consider, discuss, and improve the units of the curriculum after experimental try-out.\n\n8. It should be the responsibility of the executive and teaching staff of\na school department to see the work of curriculum revision through to completion.\n\nB. What can curriculum specialists and curriculum research agencies do?\n1. They can coördinate their research, continuing to work in committees\nalong the lines successfully adopted by the sub-committees in the preparation of the Third Yearbook of the Department of Superintendence.\n2. They can re-state the unsolved curriculum problems in their particular\nfields. They can clarify and define the problems which local school systems\ndiscover.\n\n"}
{"page": 898, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n837\n\n3. They can submit problems for the consideration of graduate classes in\nrepresentative universities. These classes should be responsible for reporting their research and findings .\n4. They can encourage students to undertake the solution of unsolved\ncurriculum problems in the preparation of theses, or in whatever way opportunity may permit.\n5. They can offer advice to individual cities as to the setting up and\nsolution of problems-the cost of such service to be borne by the individual\ncity.\n\nC. What can the Department of Superintendence and the Division of\nResearch do ?\n\n1. The Department can receive, classify, and give publicity to the reports\nof curriculum revision from the coöperating cities.\n2. The Department can call into conference small groups of superintendents, principals, and teachers who have been engaged in curriculum\nrevision for the purpose of receiving from them a critical analysis of methods\nof procedure.\n\n3. It can bring together the most important findings and reports of\nprogress in the 1926 Yearbook of the Department of Superintendence.\n4. It can call round-table conferences at both the summer meeting of the\nNational Education Association and of the Department of Superintendence\nin 1926, for the discussion of such concrete and practical problems of curriculum revision as most urgently require the personal exchange of views.\n5. In so far as facilities and funds are available, the Department can\nprovide for the coördination, interpretation, and dissemination of the work\nof curriculum specialists and curriculum research agencies that may be\napplied to the solution of practical difficulties encountered by school systems .\n6. When special needs arise, a representative of the Department of Superintendence can make extended trips to consult with the curriculum group at\nwork in individual school systems. Thus, through personal contact, outstanding pieces of work can be located and brought to the individual cities\nto encourage the workers concerned.\n\n7. Further contributions of the Department :\na. Arrange for the exchange of outstanding courses of study.\nb. Furnish revised bibliographies.\nc. Compile reviews from time to time of the best articles bearing on the curriculum.\n\nd. Supply information as to the issuance of special reports and studies by specialists and curriculum research agencies.\ne. Establish at the national headquarters a library of Tentative Outlines and\nCourses of Study. Such materials should be available in sufficient number for\ncirculation throughout the country.\nf. Compile statements of the outstanding and common problems in the field of\ncurriculum revision.\n\ng. Prepare definite and concrete statement of the method whereby curriculum\n\nproblems may be scientifically attacked and solved.\n\n"}
{"page": 899, "printed_page": null, "text": "838\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe plan as outlined implies leadership of the highest type; coöperation\nwith vision; constant growth and enthusiasm in the teaching, supervisory,\nand administrative staff; and finally, worthy curricula for our public schools.\nEducation cannot be likened to competitive industries at work to produce\nthe best car at the lowest possible cost. Engineers and research agencies in\nsuch endeavor must depend for much of their success upon the secrecy with\nwhich their experiments are carried out and the possibility of their placing\na manufactured product upon the market before competing concerns have\nfulfilled and carried out similar plans.\nOur endeavor for curriculum revision is not comparable to the foregoing\nillustration. In a real sense, it is a non-competitive enterprise. We, of\nvarious school systems, are not competitors in curriculum making. We are\nsharers and users of all that each one has to contribute to the other.\n\nBefore this vision of coöperative endeavor can be realized, we must learn\nthat duplication of research and of effort in teaching or supervision is poor\neconomy. An important contribution will be made when we better learn\n\nhow to make use of research and findings in all fields of education-when\nwe so capitalize these that all engaged in the work may share in the results.\nThe plan is a forward looking one. It is difficult to carry out, it is true,\nbut the results to be achieved are so important that the difficulty is but an\nadded reason why we should undertake the task and follow it through\nto successful completion.\n\nTHE FUNCTION OF THE UNIVERSITY\nWILLIAM LOWE BRYAN, PRESIDENT OF INDIANA UNIVERSITY, BLOOMINGΤΟΝ, INDIANA\n\nThe discussion of a hundred contributions of the university to the public\nschools I shall leave to others in order to emphasize one. The chief\nfunction of the University, as I think, is to supplement common sense\nby the revelation of forces which to common sense are invisible.\n\nI offer\n\nthree illustrations of this view :\n\n1. First from the field of technical science. It would be superfluous to\nurge the necessity of supplementing common sense by technical science\nin agriculture, engineering, sanitation, war, et cetera, if it were not that so\nmany millions of our people and so many of their leaders do not believe this.\nDistrust of the expert is a characteristic American attitude.\n\nThe hardest problem of the agricultural college has not been to make\ntwo ears of corn grow where one grew before, but to induce farmers to\nadopt the better way even when they saw the double crop. A well known\nNew England congressman not long ago expressed to me his belief that\nthe United States Department of Agriculture and the agricultural colleges\nhad done almost nothing of value. He stated that for his own part he\nrelied for agricultural advice upon the old farmers in his neighborhood.\n\n"}
{"page": 900, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n839\n\nA few years ago a millionaire manufacturer of Chicago was making\nvehement attack upon the universities, including especially the schools of\nengineering. Young men expecting to become mechanics or manufacturers\nshould, he said, avoid those useless or fraudulent institutions. They should\ninstead go straight to the shops and learn under the eye of foremen who\nhad learned in the same way.\nOur people pay in taxes for the education of engineers competent to make\nroads as good as those of France and Germany. But as soon as we have\neducated the men to do this thing, they are called highbrows. We distrust their practical sense and we seldom use them as France and Germany\ndo in the public service. We build our roads-thousands of miles, millions of dollars' worth-by what we call horse sense. Horse sense ! I\nthink of that when I see horses pulling automobiles out of the holes in those\nroads before the roads have been paid for.\n\nMany of our people distrust the expert in war. We know that a\ntown-lot baseball nine can not, by donning professional uniforms, win\nagainst the New York Giants, but we think that they could win against\nHindenburg. Before our part of the Great War began I read speeches\nfrom two men who have been candidates for the presidency of the United\nStates in which they say in substance that we could raise an army of\nmillions within a few months that could defend our country against any\nother nation in the world. When they say that they are thinking of\nWashington's army at Yorktown and Sherman's army at Atlanta and\n\nGrant's army at Appomattox. They are forgetting at what fearful cost\nthose armies were developed.\nDistrust of the technical expert was common in England before the\nGreat War. A few years before the war an Englishman wrote a book\nwith the indecorous title, The Damned College Professor. He meant by\nthat title to represent the typical English attitude toward the technical\nexpert. He was trying to make his countrymen see that Germany was\nbeating England in the markets of the world because German manufac-\n\nturers were using common sense plus science while English manufacturers\nwere relying upon common sense minus science. Since the war began,\nLord Haldane, arguing in Parliament that England should at last take\na lesson from Germany in this respect, said that there were single manufacturing plants in Germany which used more technical chemists than were\nto be found in the whole of England. They say it was the German schoolmaster who won at Sedan. In the same sense, it is the German chemist\nwho threatens to conquer the world.\nA list of reasons might be given for the obstinate hostility to technical\n\nscience-the normal inertia of men against innovations, the important\nsuccesses often achieved without technical science, the futile proposals of\ntheorists who lack practical sense, the deceptive proposals of professed ex-\n\nperts who lack common honesty. Whatever the reasons for that hostility,\nthe important fact is that our people are being converted inch by inch\naway from it to belief in the necessity for applied science.\n\n"}
{"page": 901, "printed_page": null, "text": "840\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe war hurried this conversion. England and America know now\nthat good old rules of thumb can not win against German chemistry either\nin the wheatfield or on the battlefield.\nThe truth is we live in an ocean of force of which common sense knows\na little and of which technical science knows a little more. Itis the\n\nUniversity which reveals this little more which in our day is essential in\norder that we may have fuel, food, health, defense-in order that we may\nsurvive.\n\nIt was technical science which made the submarine.\n\nIt is\n\ntechnical science which must destroy it.\n2. Further removed from the eye of common sense is the contribution\nof the university through pure learning, including what President Wilson\ncalled pure science and pure history. I have heard lately of a government\ndisbursing agent who inspected a research station of the United States Fish\nCommission, and finding the men working on various remote biological\nproblems, stated that he could not conscientiously sign their salary warrants unless they could show him some definite promise of more fish\nto fry. There is within the University a world of pure learning which\nmakes no promise of fried fish or of any conceivable utilitarian value. The\npractical world looks on the men of that impractical world as Dean Swift\nlooked on the scholars of his flying island of Laputa. Swift's description\nof the scholar whose life was spent in extracting sunbeams from cucumbers\nillustrates his scorn for all such men.\n\nThe ultimate defense of pure learning is not its actual or possible\nutility. Its defense is that given by Aristotle. Curiosity, wonder are instincts as deep and right as hunger. We want to know. We want to\ncomprehend the universe of which we are a part. In pure learning nature\nrises toward knowing the truth about itself. No greater thing happens in\nthe world than this.\n\nMeanwhile pure learning has another defense. The study of things as\nunpromising as cucumbers often does in time lead to results as precious\nas sunbeams. For example, in the last century in England lived Clerk\nMaxwell, mathematician, whose writings only a handful of men could\nread. Much of them was as remote from the practical world as Swift's\nflying island. But one learns that certain of his studies in the mathematics\nof light and electricity led to the experimental studies of Herz, which in\nturn led to the studies of Roentgen, which in their turn gave us the\nX-rays with their incalculable practical values. What our hard-headed\nAmerican must learn is that when his life is saved by help of the X-ray\npicture, his debt goes back one step to Roentgen, two steps to Herz, and\nthree steps to Clerk Maxwell, master in pure mathematics. In a word,\nthe ocean of force in which we live is one. All truth about it is potentially\npractical.\n3. Yet further removed from the view of common sense are the forces\n\nwhich exist for a long time potentially before they appear actually so that\nthey can be seen.\n\n"}
{"page": 902, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n841\n\nI once heard an eminent scientist speak from the text, \"The real things\nare the invisible things.\" He was not advocating mystical vagaries. He\nwas speaking as a scientist about the facts of evolution. He meant for ex-\n\nample that the acorn which you can see is not so important as the oak\nand the forest of oaks into which it will grow. Or for another example,\nthat the plant life which was to be seen on the earth before the age of\nanimals was not so important as the future world of animal and human\nlife somehow potentially there. Or for a third example, that at any date\nin the history of civilization the most important thing is not society as it\nis then and there established but the hidden forces which are there creating\na new society for the future.\n\nFor illustration consider the world of twenty-five hundred years ago pictured in the second part of Isaiah and what has grown out of that acorn.\nWhat Isaiah saw in Babylon was a world of men held together by their\nlowest interests-greed, lust, and terror. Especially by terror of copricious, crul, lustful gods whom they imagined from the capricious, cruel,\nadn lustful kings and priests with whom they must make terms in order\nto live on the earth. Isaiah, the slave, saw that horrible, regnant Babylon\n-and did not believe in it.\nvisible. He said :\n\nHe believed in another world nowhere then\n\n\"The spirit of the Lord God is upon me ; because the Lord hath anointed me to\npreach good tidings unto the meek; he hath sent me to bind up the brokenhearted ; to proclaim liberty to the captives, and the opening of the prison to them\nthat are bound ;\n\nTo proclaim the acceptable year of the Lord, and the day of vengeance of our\nGod; to comfort all that mourn ;\n\nTo appoint unto them that mourn in Zion, to give unto them beauty for ashes ;\nthe oil of joy for mourning, the garment of praise for the spirit of heaviness .\nArise, shine; for thy light is come, and the glory of the Lord is risen upon thee.\nFor, behold, the darkness shall cover the earth, and gross darkness the people.\nBut the Lord shall arise upon thee, and his glory shall be seen upon thee.\n\nAnd the Gentiles shall come to thy light, and kings to the brightness of thy\nrising.\"\n\nIsaiah's vision must at that time have seemed to common sense insane .\n\nBut in truth, the fortresses, temples, priests, kings, and gods which then\nseemed the only realities are vanished and forgotten while now millions\nshare the hope and passion of the slave who dreamed. The real things\nare the invisible things. The real things are the invisible things. This\nis the supreme message of the university to the school and to society.\n\nWHAT THE COLLEGES CAN DO FOR THE PUBLIC\nSCHOOLS\n\nE. G. DOUDNA, SECRETARY, WISCONSIN TEACHERS' ASSOCIATION\nMADISON, WISCONSIN\n\nFor many years, the maladjustment of secondary school and college has\nbeen recognized and various remedies have been proposed. The mortality\n\n"}
{"page": 903, "printed_page": null, "text": "8+2\n\nNATIONAL EDUCATION ASSOCIATION\n\nof the freshman year in college approaches forty per cent, and it is growing.\n\nA survey made by the United States Bureau of Education of the seniors\nin the high schools of Massachusetts stated explicitly that fifty per cent of\nthe graduates would be unable to do college work and that twenty-five\nper cent more were doubtful. In other words, even though the high school\ngraduate jumps the entrance requirement hurdles he has less than an even\nchance of success after he enters the freshman class and passes from the\nstatus of \"high school student\" to \"college man.\" Up to this time the\nfailure of the freshman has been regarded as an indictment of the secondary\nschool, and the efforts to effect a reform have usually been through the\nsecondary or \"preparatory\" school. Perhaps this is not the real solution\nof the problem.\nSince 1893, American education in the elementary and secondary school\nhas undergone startling and radical changes not unlike those that brought\nabout the political and industrial revolutions a century earlier. The public\nschools have set up clear and explicit objectives where before they stated\ntheir aims in meaningless generalizations ; they have reëxamined the philosophy of education; the curriculum has been modified and is now the center\n\nof educational inquiry; scientific testing of results and controlled experimentation are giving us a science of education that is professionalizing\nteaching in the public school.\nThe colleges with a few exceptions are still thinking in terms of the\nreport of the Committee of Ten, if indeed they have moved from medievalism up to that point. Apparently they still regard the secondary school as\na preparatory institution and treat it as such. \"But Jerusalem which is\nabove is free, which is the mother of us all. \"\n\nThe literature of college education is exceedingly limited and beautifully\nindefinite. Mostly it concerns itself with the \"hordes of incompetents \"\n\nwho ask for its training. It states its objectives naively as preparation for\nleadership, even when it bothers to state them at all. With the modern\ndemocratic theory of education it is little concerned. When it does condescend to discuss it, it sneers at \"educational leveling,\" at \"the pedagogy\nof gush, \" at the \"imbecility of interest\" and so on ad nauseum .\nContrast the policies of the public school and the college. One finds that\n\nthe modern school has its objectives clearly and explicitly defined; that it\ncenters its thought on pupil development; that it demands good teaching\nand requires professional training of its teachers; that it stresses the im-\n\nportance of individual differences; that it aims to arouse pupil activities\nby methods which require a maximum of pupil thinking; that it places\nless and less dependence upon final and formal examinations, but the tests\nit does use are impersonal, objective, and to a reasonable degree standardized. Procedures are tested and pupil failure is not met with the querulous\nstatement \"that the pupils are not prepared,\" but by an examination of\nthe school and its teachers. The public school cannot ignore its responsibility-it has no desire to do so. It takes the pupils from where they are as\n\n"}
{"page": 904, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n843\n\nfar along the road that they should go as it can reasonably be expected to do.\nIt recognizes education as a dynamic process-as a transforming processand it can't take time to whine about its raw material.\n\nThe college has not stated its objectives clearly in terms of a modern\ndemocratic society. It is still a subject-centered institution; it places but\nlittle emphasis upon good teaching and requires no professional preparation\nof its instructors. That the schools of education in most universities have\n\nmade and are making important contributions which could easily be learned\nby some of the other professors in the liberal arts colleges, is apparently\nstill unknown to the scholastic gentlemen who continue to laugh at\n\"pedagogy\" and to repeat \"if you know your subject you can teach.\"\nThe college still uses the lecture method-if it is worthy of being called\na method-it prefers mass instruction, the pouring-in process which Page\nexposed almost a century ago. Poor freshmen, herded into a great class-\n\nroom, are assigned a number and sit meekly while a bored and indifferent\nprofessor delivers himself of a fifty-minute discourse, which is usually\nscrappy, ingenuous, disorganized, uninteresting, and unheeded. An instructor-heaven knows why such a title is used by one who does so little\ninstructing-checks attendance, gives tests, and marks papers. There is a\nstone wall of indifference between teacher and student.\n\nThe wonder is\n\nthat half of the freshmen adjust themselves to the new situation. They,\nof course, do not see that knowledge is being passed on for its own sakethat the pursuit of knowledge has become as inhuman as the miser's pursuit\nof money. Acquisition, not activity-receptivity, not thought, are the rule.\nPersonal and subjective examinations and tests are used to measure the\n\nstudent's success. They are too frequently general, vague, and unstandardized. This abject reliance upon examinations has long since become\nancient history in the modern public school.\nA study of the progress made in education in the public schools as compared with that of the college makes it reasonably clear that the lack of\n\nadjustment is a fundamental one and must be met honestly by the colleges\nas well as the high schools. It seems clear, however, that the higher institutions might come down from Mount Sinai and spend a little time in\n\nDoubting Castle. Their objectives, procedures, standards, and organization\ncould well be restated in terms of modern education. Not forever can they\nremain alone on the heights and cry Excelsior to the toiling ones below.\nWe are not now concerned with the upper classes nor with the graduate\nschool, but we are immensely concerned that the present death rate in the\nfirst year be lowered and that the educational determinism which seems\nto doom the beginner to failure shall be tested by modern standards. The\ncynical reference to \"sore-eye specials\" which take the student home to a\nbroken-hearted mother, an irate father, and a gossipy neighborhood indicates a mental attitude that is not creditable to those making it .\n\nThere are at least two things the colleges can do at once to improve\ntheir relationship with the public schools. They can set about a reorganiza\n\n"}
{"page": 905, "printed_page": null, "text": "844\n\nNATIONAL EDUCATION ASSOCIATION\n\ntion of their first two years into junior colleges somewhat analogous to the\njunior high school which has done so much to break down the fence that\nonce stood between the eighth and ninth grades. This does not mean\nmerely setting apart two years and calling the new group a junior college,\nbut a complete reorganization with trained teachers, definite curricula,\nintelligible requirements, and some measurable standards. Entrance requirements would be less important than now, and the junior college\nwould be another step in our educational system.\n\nThis unification is coming-some colleges and universities now recognize\ntheir weaknesses and are earnestly and sincerely attempting to find a solution. The universities of Chicago, Minnesota, and Pittsburg have made\ndefinite advances. They are pointing the way. Antioch, Columbia, Amherst, and other colleges are carefully exploring their field and offer some\nhope to the secondary school. Their experiments will be useful. Others\nmust do likewise.\n\nBut beyond reorganization and above any readjustment of curricula,\nthe college can do the public schools the greatest service by recognizing\nthat teaching is a profession, that it is as important to discover a human\nsoul as to discover a new star or to divide an atom. The time has not yet\n\ncome when college teachers can set before a group of students an intellectuai\ndish which has lost all its flavor and expect it to be eaten by an eager student body. That time never was. Paul once wrote to Timothy, \"The\nthings thou hast heard of me among many witnesses, the same commit\nthou to faithful men, who shall be able to teach others also. \"\n\nWe need\n\ngreat emphasis on the ability to teach others also .\nThe college and the graduate school have contributed to our knowledge\nof the world. Research has abundantly justified itself, but the world\nneeds also interpretative scholarship. Productive scholarship we have recognized, rewarded, eulogized, and almost sanctified. The discoveries of\nthe research men must be translated into life, must be carried over into the\nworld where people are living. This is an obligation of the college to the\nworld which it has not sufficiently recognized. If the results of scientific\ninvestigation in the social field, let us say, were made available to the\nmasses through clear and concrete exposition, perhaps we should see a\ndecline in political error. Perhaps the newspapers would discover that\nimportant matters can be reported accurately and interestingly. Certainly\nthose who possess knowledge owe it to the world to follow the example\n\nof the Clerk of whom Chaucer said, \"Gladly would he learn and gladly\nteach.\"\n\nThe teacher has been underrated by the college. He has been underpaid.\nThe man who can write books, who can contribute even a microscopic ad-\n\ndition to any field of knowledge is promptly and gladly honored. He who\ninterprets, who stimulates, who energizes is forgotten or is held to be\n\"merely a teacher.\"\nIn 1837 Emerson in his \"American Scholar\" declared his belief in the in-\n\ntellectual independence of America. He pleaded for the scholar ; he im\n\n"}
{"page": 906, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n845\n\nmortalized the man who could contribute to human knowledge. His address has been heeded. American scholarship is recognized, it is honored, it\nhas been rewarded. Today we need another Emerson who will plead for\n\ninterpretation, who will write of the American teacher that he may be\ndignified, exalted, glorified. The college can reward the great teacherArnold, Mark Hopkins, Huxley, those who can draw youth toward the\nstars, who open the eyes of the blind and the ears of the deaf. Their service\ncannot be measured. The college must recognize and reward the teacher .\nThe public school would like to welcome the college into its fellowship,\nit would like to meet on the level, it would like to coöperate to make a\nbetter world. The teachers of the public schools are willing to contribute\nof their knowledge of youth and education to make a better college. They\nask for democracy in education-not feudalism. The college, they think,\nmight examine itself, might study the public schools with a view of learning-might become more sympathetic. It might humanize its activities. It\nshould reorganize its first two years, it should dignify teaching, should\nremember that the meek shall inherit the earth.\n\nThe National Education Association has a platform; one of the planks\ncould well be reworded to read: \"A competent, well trained teacher in\nhearty accord with American ideals, in every college classroom.\"\n\nWHAT THE COLLEGES CAN DO FOR THE PUBLIC\nSCHOOLS\nFRANK D. BOYNTON , SUPERINTENDENT OF SCHOOLS, ITHACA , NEW YORK\n\nEvery school superintendent today is fully aware that the college expects\nsomething quite definite of the secondary school. He may experience some\ndifficulty in determining in any particular year and in the case of any\nparticular institution exactly what that something is, but Alma Mater has\nbeen sufficiently critical of her sons and of their work in the field of secondary education, and sufficiently articulate in her criticism to leave no\ndoubt in their minds that she expects something from them.\nBut it is a poor rule that doesn't work both ways. It may be that we\nsecondary schoolmen have been infected by our close association with the\nrising generation, whose destinies we are trying in some measure to guide,\nwith something of their tendency to question authority. However that\nmay be, we feel impelled, while assuring Alma Mater of our love and\nreverence for her and our gratitude for what she has given us, to question\nthe validity of some of the standards she has set for us and some of the\ndemands she has made upon us and in all humility to ask her to consider\nwith us some of the conclusions to which our experience has led and to\nhelp determine whether there may not be certain modifications of procedure, certain changes of method, perhaps certain transformations of\n\nideals, that the schools in the service of democracy like themselves may\njustly ask of the colleges.\n\n"}
{"page": 907, "printed_page": null, "text": "846\n\nNATIONAL EDUCATION ASSOCIATION\n\nFor more than two centuries, the colleges have been sending forth their\ngraduates by hundreds and by thousands to do the work of the world. And\nthese graduates are found in every walk of life as the leaders of thought\nand action. They have been called back to the colleges themselves to\norganize new courses, to build new colleges. They have changed old\ncolleges and added new until the campus of even the most conservative\ncan hardly be recognized by its alumni of a short generation ago. Exchange of thought between college authorities and their alumni in charge\nof the schools, recommendations from the schools for further improvements\nwhich would a generation ago have been regarded as a colossal impertinence,\nmay now be freely offered and as freely accepted, save possibly by the\nfew who have withdrawn from human contact to dwell in the rarefied\n\natmosphere of intellectual asceticism, cherishing an idle dream of an intellectual aristocracy.\n\nBy what right does such a dream persist at all in America? We have\nbeen taught to believe, until it has become a fundamental article of our\n\nnational faith, that this nation was founded upon the right of all its\ncitizens to equality of opportunity; and the Fathers made it clear that to\ntheir minds this necessitated the provision of educational opportunity for\nall. Before the Constitution was written, Hamilton was working out\nhis plan for the University of the State of New York. Washington,\nFranklin, Madison, Jefferson, Marshall, Jay, Clinton, repeatedly dwelt\nupon the necessity for public education as a national safeguard, while\nWebster defended the right of the state to taxation for public education\nupon the ground of its police power. Back, however, of this recognition of\nthe necessity for education as a guarantee of safety for the state, lay in all\ntheir minds a recognition of the individual's right to it as an indispensable\nmeans of life, liberty, and the pursuit of happiness, an essential pre-requisite for what Spencer later defined as the aim of education-namely, complete living, which depends upon the ability of the individual to respond to\nhis environment-to interpret, to modify, and, to some extent, to control\nthe conditions which hem him about.\n\nNo other nation cherishes so unwavering a faith in education as do we\n\nAmericans. No other nation has shown itself so willing to pour its money\nand its energy into all sorts of educational experiments. We believe profoundly that the strength of the nation is measured not by armies and\nnavies and fortifications, but by schools-schools for all the children of\nall the people, adapted not to one type of mentality but various enough to\nmeet the needs of all, yet constituting a single system, open to all worthy\naspirants from top to bottom. Ezra Cornell's utterance : \"I would found\nan institution where any person may find instruction in any subject,\" states\nin one clear, short sentence the ultimate aim of American education.\n\nIf America means anything, it means that the individual shall have\nsecured to him his inalienable right to development through education of\nwhatever talent he may have been endowed with, regardless of the quality\nor the quantity of the endowment. There can be no other meaning to\n\n"}
{"page": 908, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n847\n\neducation in a democracy. Any kind of aristocracy, even an intellectual\naristocracy, meaning by that the selection for higher training of one certain\ntype of mental ability, is snobbish and un-American.\nThe statement that too many are being educated, however rich and\n\npowerful and however respected educationally may be the foundation\nfrom which it emanates, is simply not true. There never will be too many\nattending schools and colleges. If such a statement has any meaning at all,\nit means simply that our schools and colleges are not meeting the needs of\nthe people. Today, for example, the teaching profession is in need of a hundred thousand more college graduates. Many there are, no doubt, who are\nattending the wrong kind of school or college. There may even be a few for\nwhom no sort of educational salvation is possible, but when the proportion of\nrejected candidates for admission to college and the number of \"casualties\"\nat each examination period reach the startling percentage shown in many\nof our colleges today, it becomes not only a right but a duty to insist upon\na careful examination of an educational procedure which consigns the unfortunate candidate to his fate as a hewer of wood or a drawer of water,\n\nand without more ado slams the door of opportunity in his face. To a\nhigher intelligence reviewing our conduct of educational affairs we must\nseem incredibly stupid and unforgivably wasteful of the precious human\nmaterial entrusted to us; no technique in the art of buck-passing will\nsuffice.\n\nIf the history of education in this country proves anything, it proves that\nnot for long will the people tolerate any policy in education other than the\n\"open door\" to opportunity. When the English grammar school, which\nthe colonists brought with them, and whose function it was to prepare\na highly selected group for higher education along literary and mathematical lines, failed to respond to changed conditions with a changed\neducational program, the American people provided itself with a more\nacceptable substitute in the form of the academy, itself a private school,\nbut with a much broader program of secondary education, and the old\ngrammar school passed into the limbo of forgotten things. And when\nthe academy, after more than a century of service, counting its alumni by\nthousands and its endowment by millions, refused to respond to the popular\ndemand for a still more democratic program, the public high school relegated it to the scrap heap. Any institution that sets itself up as a\nplace where only the intellectually gifted or the children of a certain parentage may attend is riding to a fall; and no camouflaging announcement\nthat it has set out to conserve American traditions and ideals can save it.\nSince when were American traditions and ideals limited to certain classes\nand nationalities ?\n\nThe public high school of today is the fullest response yet given to\ndemocracy's demand for democracy in education. It is of the twentieth\ncentury, the greatest movement. Within my own lifetime public high\nschools have multiplied from a score to more than 15,000, and attendance\n\non them has risen from a few hundreds to over two millions. Theoretically\n\n"}
{"page": 909, "printed_page": null, "text": "848\n\nNATIONAL EDUCATION ASSOCIATION\n\nat least, the goal of free public secondary education for all, regardless of\nsocial or economic status, has been reached. In the field of secondary education we are beginning actually to realize the democratic ideal of equal\nopportunity for all. It is not Utopian to predict that higher education for\nat least one or two years will be similarly provided within the present\ncentury. In fact, this movement has already begun, as witness the system\nof junior colleges in Missouri and in California where these colleges constitute a part of the public educational system.\nEquality of opportunity does not, however, necessarily mean the same\n\nopportunity. It does mean the giving to every individual his opportunity,\nthrough education, to develop whatever capacities he may possess. The\nhighly selected class along old academic lines we still have, and ample provision for their training will continue to be made; but the public high\nschool, and ultimately the American college and university, has a larger\nfunction to perform than the preparation for life of any one class, however choice. Their function is the preparation of all classes to the end\nthat each individual may live his life and live it more abundantly. Recognizing the wide difference in endowment, the secondary school has multiplied its courses and increased its equipment. To this spirit of service\nhigher education has responded in a measure, though somewhat slowly\nand reluctantly. That it will still further respond by increasing the\nnumber of higher vocational schools in the newer fields of professional\nactivity may be predicted with confidence.\nThere is probably no point at which the assumption, widely prevalent\nin the academic world, that the great majority of the candidates for admission to college are unfit, comes so sharply to the fore as in the matter of\nentrance requirements. There must be some method of determining which\n\ncandidates for higher education are capable of profiting by it, but to us\nwho deal with the present system and its administration the query naturally\npresents itself whether it represents the best that the intelligence of the\ncolleges can achieve. Most, if not all universities set no general entrance\nrequirements, leaving to each college within the university to determine\n\nits own. Thus it happens that a candidate admitted to one college may be\nrejected by another in the same institution, a condition entirely justifiable\nwhere the content of the curriculum in a given college is such as to require\n\nspecial preparation in particular subjects. But so wide is the divergence,\nnot only between colleges of different types within the same institution,\nbut between colleges of the same type in the same or different states, that\none wonders whether college entrance depends upon a sound educational\nbasis of essential secondary studies necessary for higher study or upon the\npersonal opinion of some individual or group in an isolated institution. So\ncarefully is this idiosyncracy guarded that a student in one college, no\nmatter how thoroughly he may have proved his capacity for college work,\nmay not transfer to another college of the same type until he has made\ngood the special entrance requirement of the second.\n\n"}
{"page": 910, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n849\n\nThese statements are not unwarranted conclusions from isolated in-\n\nstances. They are based upon the experiences of schoolmen in every State\nof the Union. A few specific instances gleaned from my correspondence\nwith more than two hundred representative school men will prove interesting. A candidate coming from a large city high school where every\nteacher is a college graduate and where this candidate has won distinction,\npresents a notebook in botany admirable in every respect; but he is denied admission because the fungi studied were not the specific fungi prescribed by the professor of botany in that particular institution. Again ,\na state scholarship student is denied admission because in one study of a\nfour-year course a state examiner had given a rating of 74 per cent, while\nthe college required 75 per cent. That is to say, a scholarship candidate\nis rejected upon his failure to meet 1/100th of 1/15th or 1/1500th of a\nrequirement fixed by local idiosyncracy. Another, a man old enough at\nentrance to have been a graduate, is admitted with a condition. Three\nyears pass and he has proved his ability to do college work by the only\ncertain method, namely, by doing it. Then some one remembers that back\nin the high school this scholarly, mature man had failed to pass something\nand he is summarily dropped. These are not exceptional cases. Similar\nsacrifices to inflexibility are happening all about us, and wherever the application of entrance requirements is entrusted to persons who are guided\nby the \"letter that killeth\" rather than by the spirit that takes into account\nthe elements of the human problem involved, we may confidently expect\ntheir continuous repetition.\n\nNor is this confusion and uncertainty about college entrance requirements confined to candidates for admission. It exists in college faculties.\nIt is not surprising, therefore, that college alumni teaching in high schools\ndistant from college centers should be unable to keep pace with their rapid\nmutations.\n\nTo the candidate, the results are frequently little short of tragic. The\nschoolboy's conception of college is usually derived from some alumnus,\nwhose knowledge, dimmed by years, has given place to a childish and\n\nfictitious reminiscence of a glory that never existed. His going away to\ncollege may be his first venture into the great world outside his native\ntown.\nTo his friends, probably none of them college graduates, he may\nseem a person of distinction. They may have given him a dinner and\naccompanied him to his train. In his heart is the same confident regard\nfor his school that the college alumnus feels for his Alma Mater. Did not\nthe paid college professor who made the commencement address speak of\nits known excellence ? He approaches the secretary's office with confidence\nand is told, to his amazement, and chagrin, that he cannot enter. What is\n\nhe to do ? He is among strangers, his funds are limited. One superintendent who went with his candidate to an Eastern university writes that\nboys by the hundred met this fate that year; that he saw them break down\n\nand weep, boys who would not run away from physical danger. In the\npreparation of this paper, I have been in correspondence with ninety-four\n\n"}
{"page": 911, "printed_page": null, "text": "850\n\nNATIONAL EDUCATION ASSOCIATION\n\ncolleges. Nine of these refused admission to 7942 candidates during the\npast four years. So long as college courses continue to be developed over\na comparatively narrow field and so long as college authorities continue to\nassume arbitrarily that the only fit candidate for higher instruction is the\none who has completed an arbitrarily set number of units from an arbitrarily designated group of studies, little relief can be expected from the\nabove conditions. Fitness to pursue a college course ought to be, it would\n\nseem, less a matter of meeting quantitative requirements than of possessing\na high level of intelligence, superior facility in reading and in oral and\nwritten speech, good habits of study and thought, and earnestness of purpose. Finding satisfactory methods for testing these qualifications is\nadmittedly a more difficult task than adding up units of work. Excellence\nin scholarship in the secondary school is not always an index of ability or\nworth. Two boys from the same high school enter the same college. One\nwithout scholastic honors, the other at the head of his class. One is graduated without ever having taken a single scholastic honor; the other has been\n\nornamented with all the keys and scholarships within the gift of the college.\nTen years later, the man without college honors is the general manager of a\nconcern in which the \"intellectual aristocrat\" earns his daily bread by counting the firm's cancelled checks. The finding of satisfactory tests of fitness\n\nought not, however, to be indefinitely impossible.\nHaving crossed the Rubicon of entrance requirements, the candidate finds\nhimself committed to a no less hazardous enterprise. The schoolboy of\n\nJune becomes the college man of two months later. Probably there is no\nother single period in his life where the change is so marked. From the\nclosely supervised life of the home and the school with its well-defined and\nlargely prescribed courses of study he passes at a jump to the almost unlimited freedom of the college, to confront the necessity of choice between\na wealth of courses, knowing little about himself and his capacities, and\nstill less about the possibilities toward which these courses may lead him.\nFrom small classes he passes to crowds ; from the individual recitation to\nthe lecture.\n\nCollege \"life\" thrusts itself upon him unsought. He is in the midst of a\nmultitude of temptations entirely new, temptations which, if indulged in,\nconsume his time, corrupt his morals, reduce his energy, and squander his\nmoney. It is borne in upon him at every turn that only the \"grind\" studies,\nthat there is time enough for study when \"finals,\" the one thing that counts\nin college, begin to loom up. He is probably introduced to some of those\n\npersons to be found in almost any college community, who, because of\nfaulty college organization, have in reality become the real purveyors of\ninstruction. He is told that to be a good sport one must be \"prominent\"\n\nin college \" life,\" a thing quite apart from organized study. He is alone,\ninexperienced, young, among strangers who appear to be doing these things.\nHere is where \"a fellow needs a friend\" and not a manikin model; a human\nbeing who takes a personal interest in the individual ; who shakes hands\n\n"}
{"page": 912, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n851\n\nwithout putting on his gloves ; a social worker for the time being with the\nmost worth-while group of youngsters to be found.\nIt has been ably argued that these conditions are an inevitable part of\ncollege life and that unless the candidate for higher education can find him-\n\nself in them and adjust himself to them successfully he is not to be counted\namong the worthy. Granting that this argument has validity it only emphasizes the more the necessity at this stage of the educational process that\n\nthe colleges should follow the generally established pedagogical principle\nthat the younger and less mature pupils require the more experienced and\nskillful teachers. This principle the colleges seem to have reversed.\nFreshmen are being taught by tutors, by instructors, by graduate students\nworking for an advanced degree, sometimes by undergraduates with no\ndegree, entirely inexperienced in many instances and almost universally\nwithout professional training. Under such conditions freshmen fail, and\na wail goes up from the colleges over the inadequate preparation provided\nby the secondary schools.\nLet it be freely admitted that some freshmen are poorly prepared. This\nfact admitted, another fact still remains-namely, that the indefensible\nmortality among freshmen is due far more to the poor teaching they\nreceive in college than to faulty preparation. A superintendent, five of\nwhose pupils failed in one department, writes that he received notice from\nthe college that unless his pupils did better in the future, the certificate\n\"privilege\" would be cancelled. He examined the school record and, finding that all five of these boys had been in the upper fourth of their class,\nhe then wrote the head of the department to advise him as to th ecause\n\nof the failures. A second letter brought a three-page reply which the\nsuperintendent reduced to these facts: the boys absented themselves from\nclass and because of this absence they didn't know what the lesson was\nand couldn't recite when present. In other words, the school was to be\npublicly penalized, not because of the poor work of its students, but because\nthese boys had had the misfortune to be members of a class in college instructed by an invertebrate creature lacking in the organizing ability and\ninstructing power that would compel attendance.\nSome years ago, I attended a conference of high school teachers. The\nteaching of English in secondary schools was under discussion. The speaker\nwas a well-known college professor of English and the author of a then\n\npopular high school English text. Basing his argument upon the work of\nfreshmen in his college, the professor established his thesis that the teaching of English in high schools was bad. His argument was clear, definite,\nconclusive, couched in terms well calculated to furnish models of English\nexpression. It happened that the principal of the high school in the home\ncity of the professor's college was present. When the chairman asked if\nanyone had anything to add to the discussion, this young principal arose and\nsaid that he had.\n\n"}
{"page": 913, "printed_page": null, "text": "852\n\nNATIONAL EDUCATION ASSOCIATION\n\nGranting that what the professor had said might be true, he argued that\nit was germane to the discussion to place the responsibility. The professor\nhad placed it upon the secondary schools. \"In my own school,\" he continued, \"the course of study in English is the one laid down by the association of colleges, the chairman of whose committee on English is the speaker\nto whom we have just listened ; the textbook which we use to interpret that\ncourse of study is written by our speaker; and the teachers whose results\nare so unsatisfactory are the certified graduates of the professor's college.\nIt would seem, therefore, that not all of the poor teaching in English can\nbe charged to the high schools.\"\nThis young high school principal laid the axe at the root of the difficulty.\nIf our colleges, which have been the predominating influence in determining\nthe academic program for secondary schools for three centuries by setting\nspecific quantitative entrance requirements, by determining the content of\nthe courses leading up to them, and by providing textbooks for the interpretation of the courses thus determined, have failed to train teachers to use\n\nboth textbooks and courses in such a manner as to produce satisfactory\nresults, it would seem that the initial responsibility for poor teaching in\nsecondary schools rests with the colleges.\n\nNor is the poor teaching in our colleges greatly to be wondered at. The\nwonder is rather that there is so much good teaching in view of the fact that\nso little effort is made by way of supervision to eliminate or improve the\npoor teacher, and that so little incentive is offered in the form of professional\n\nadvancement as a reward for good teaching. Academic scholarship is the\nsole basis for entering upon college teaching. Professional training in the\nart of teaching is practically never required, and in some college circles,\nlaughed at. Academic advancement depends not upon teaching ability, but\n\nupon so-called \"productive scholarship,\" that is, upon published research.\nProductive scholarship has its unquestioned place in the university, but in\nthe undergraduate school, emphasis should be laid upon teaching and superior\nability in teaching should be made the basis of professional reward, leaving\nto the graduate school the function of productive scholarship.\nNot long ago I attended the history classes in an Eastern college. The\nprofessor was eminent in his own right and the son of eminence. An office\nopened out of the large lecture room and into this we entered. At my\nrequest, I passed into the lecture room a little before the hour of the lecture.\nWhen the door opened men by the hundred filed into the room; they came\nover the tops of the benches and, at the close of the lecture, returned by\nthe same route. On the stroke of the clock, the professor entered the\nroom without apparently seeing anyone and for one hour read a most interesting manuscript, and left the room on the stroke of the clock. The\n\nprofessor told me that whatever was necessary would be done by his assistant, a graduate student studying for an advanced degree. He said that he\nhad no time for the individual student; that he knew nothing of their problems and cared nothing; that he was a professor of history and not a social\n\n"}
{"page": 914, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n853\n\nworker; that his classes were so large that knowledge of the individual was\nquite impossible, anyway ; and then he had so many other things to do.\nAs his guest, I had opportunity to guide the conversation and in this manner\nto learn several things which I desired to know. He showed me his library\nand how he wrote books ; we talked about lecturing of which he did much\nfor large honorariums ; he showed me his work as a surveyor of a school\n\nsystem. On my own investigation, I found that the number of students\nregistered in that institution per member of the instructing staff was\nnine, which made large classes merely a matter of professorial convenience and not a necessity ; my host lectured five hours per week, or less\nthan one school day; he said that he used the same lectures from year to\nyear bringing them up to date when necessary ; that he arranged his teaching so as to leave him several days free each week; that he sometimes\narranged these so as to bring his teaching at the last of one week and the\nfirst of the next which arrangement gave him double free time; and yet,\nthis distinguished professor had no time to be human as a teacher; he could\nfind no time to become interested in the men whom the public innocently\nand trustingly supposed he was working overtime and endangering his\nhealth to train, in order that they might be filled with the necessary knowledge to assume the problems of the great democracy of which they were\nparts. I have no objection to a teacher's being an author. I have no objection to his being a lecturer or a surveyor of other schools, and I recognize\nthat productive scholarship is indispensable if civilization is to advance.\nBut these activities, important as they are, should never be permitted anywhere at the expense of teaching, which is the superior of them all and as\n\nsuch should form the basis for promotion and reward.\nTo all this must be added that college courses in cultural subjects, both\n\nin subject and content, are arbitrarily determined by individual professors.\nThis statement is made upon information obtained from the colleges themselves. Whether the subject is Shakespeare or Mother Goose may depend\nupon the professor's breakfast. Not only does he determine the subject and\ncontent, but he sets his own final examinations for advancement from term\nto term and upon his own rating of the answer papers the student remains in\nor leaves college. In those rare cases where he is required to submit his\ncourses to the department in which he works, it is generally a perfunctory\nformality without meaning ; and instances in which the whole college faculty\nseriously considers the courses to be set and their content are still more rare.\nIn a word, the college professor is a despot, benevolent or petty as the\ncase may be, not infrequently using scholarship grades as a means of discipline.\n\nSo far is this independence of the individual instructor carried, that\n\nwhere, because of heavy registration in a given course, it becomes necessary\nto divide the class into sections under different instructors, it is no uncommon thing to find the instruction varying in objective to such an extent\n\nthat with difficulty and only with the aid of the college catalog is one able\n\n"}
{"page": 915, "printed_page": null, "text": "854\n\nNATIONAL EDUCATION ASSOCIATION\n\nto connect the different sections with the same course.\n\nThat there is a\n\nscience and art of teaching seems not yet to have become a part of collegiate\n\nknowledge. The policy seems to be : Each instructor for himself and let\nthe final examinations clear the way for a new start.\n\nFinally, there is the fetish of \"residence.\" A few years ago, a high school\ngirl, having completed the four-year course in three years, entered the state\nscholarship examinations and received upon state authority not only the\n\nhighest rating in her district but one of the very highest in the state. But\nthe head of the board of award was an eminent classical scholar who had\n\nhad it drilled into him in college that \"residence\" was important. Not-\n\nwithstanding that on the basis of superior scholarship this girl had won,\nshe was denied the $400 scholarship on the ground that she had not spent\nthe required four years in the high school. In another instance, a young man\nhad planned to spend some time with his father in the last term of his\nsenior year, and for this purpose had run several hours ahead of his course.\nIn the middle of his senior year he had 115 of the required 120 hours for\ngraduation as set down in the college catalog. And then came from the\ndean's office this senseless letter : \"Mr. Blank: It will be necessary for you\nto make twelve semester hours this last term or you will not be graduated.\"\nIn no other field is industry and ability penalized and a premium put upon\ndawdling.\nRightly or wrongly, the college has come to be recognized by the public\nas the head of our educational system, a belief which has been encouraged\nnot a little by the colleges themselves through the part which they have\nplayed in shaping secondary school courses, writing school textbooks, preparing teachers, making school surveys, manning educational commissions,\nand the like. From the earliest beginnings, first the colonies and then the\nstates, and later the Federal Government, have aided and encouraged education. Vast properties used for higher educational purposes, have been and\n\nare exempted from bearing any of the financial burdens of government, and\ncountless acres of the public domain have been set aside and appropriations\nmade for higher education.\n\nTo consider as a \"private\" institution any American college endowed as\nthey have been with no thought of class distinction or private gain by\npublic-spirited citizens from funds accumulated from profits which in the\nlast analysis the public has paid, and attended as they are by students from\nevery state in the Union-to call such institutions \"private\" would be funny\nif it were not socially so pernicious. The vested right of the public in all\nof our colleges can no longer be questioned.\n\nWithin the last few years the public has been stimulated to spend large\nsums of money \"surveying\" local and state school systems. With a few\nnotable exceptions, these surveys have been limited to public school systems,\nand beyond doubt have resulted in an improvement of public education .\nAnd there is little reason to doubt that the public would be equally benefited by similar surveys of all higher institutions. It is time that the clouds\n\n"}
{"page": 916, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n855\n\nwhich have hidden Olympus and obscured the action of the gods should be\ncleared away. If they be really gods they can only be made more glorious\nby the white light of publicity.\nWhat can the colleges do for the schools? They can assure the open\n\ndoor of opportunity by the provision of higher training for a much wider\nvariety of mental endowment and by rationalizing entrance requirements\nand their application; they can give a square deal to freshmen by providing\n\nexpert teaching through a proper recognition of teaching for professorial\nadvancement; they can and should provide supervision and correlation of\ncollege courses such as will free them from professorial caprice and make\nthem in subject and content a part of a well-rounded system of education\nleading to definite objectives suitable for the perpetuity of a democratic state;\nand lastly they can and should join in the recognition of all higher educational institutions, whether endowed or state supported, as public institutions, whose operations are legitimately subject to review in the form of a\nsurvey by properly authorized and adequately qualified representatives of\nthe public interest.\n\nLIFE, LIBERTY, AND HAPPINESS THROUGH\nART EXPRESSION\nANTOINETTE B. HOLLISTER, EDGEWOOD SCHOOL , GREENWICH\nCONNECTICUT\n\nNot long ago a five-year-old boy was seized with a desire to make a cart.\nHe went to his teacher and said : \" Mr. Sangster, I should like to make a\ncart with four wheels.\" \"Very well,\" said Mr. Sangster, \"take this rod\nand saw off four sections for the wheels .\"\n\nThe boy went to his bench and sawed and sawed, but the rod was hard\nand the wheel did not come off.\n\nAt last he laid down his saw and went\n\nto find Mr. Sangster. \"Mr. Sangster,\" said he, \"I think I would like to\nmake a two-wheeled cart.\" \"Very well,\" said Mr. Sangster, \"saw off\n\ntwo wheels.\" The boy went back to his work, but after an exhausting\nsession he returned to his teacher. \" Mr. Sangster,\" said he, \"I think I\nshould like to make a wheelbarrow.\"\n\nIt would be interesting to hear the plan of Franz Cizek, of Vienna,\ndiscussed by a great psychologist. We must be content today, however,\nwith a very simple description of the work of this devoted educator. We\ncan achieve nothing more than a wheelbarrow.\nBernard Shaw says that education is what is left after one has forgotten\nall one has learned in school-a few points of view perhaps some knowledge of the sources of information and perhaps some literary standards.\nThe things we find lacking most conspicuously in this educational residue\nare a cultivated imagination, a habit of free and independent thinking and\ngenuine creative ability. As a nation perhaps we seem to be creative be\n\n"}
{"page": 917, "printed_page": null, "text": "856\n\nNATIONAL EDUCATION ASSOCIATION\n\ncause we can point to the achievements of a few great inventors, builders ,\nand artists. This does not indicate, of course, that the people as a people\nare creative .\n\nIf we were creative and had aesthetic standards we could not build ugly\ntowns. We could not cover large areas with factories which are ugly, but\nmight be beautiful. If we had a habit of free and independent thinking,\nwould we allow some one in Paris to tell us what we should wear. Could\n\nwe have war if we had imagination enough to penetrate below the gold\nlace and military music to the naked reality of war ?\nChrist rose above his fellows partly because he had imagination enough\nto see another's point of view and imagination enough to make it possible\nfor him to believe in the power of gentle means. It requires no imagination to believe in the effectiveness of gunpowder, but it requires a great\ndeal to believe in the power of human kindness. Now if we as a people\nare ever to develop imagination and creative ability we must begin with\nthe children-and therefore it is not strange that the work of Franz Cizek,\nof Vienna, has been welcomed with such enthusiasm by the art teachers of\nthis country. He seems to suggest a way to lead without dominating and\nto inspire without inhibiting.\n\nArt expression he says is not a matter of sight but of insight-not a\nmatter of technique but of vision, and he devotes himself to inspiring the\nchildren, reading to them, talking with them, till he has stimulated the\nimagination and then he leaves them to express in their own way.\nProfessor Cizek is an art teacher in one of the industrial art schools of\n\nVienna. He has taught in a more or less conventional way for years.\nAlways however as he has been teaching he has said to himself, \"Here are\n\nchildren at the imaginative age who ought to be doing wonderful things\nand they are doing exceedingly stupid things.\"\nHe finally decided to open a Saturday afternoon and Sunday morning\nclass where children could come who wish to work in freedom.\n\nThere\n\nare always sixty children or more of all ages and at all stages of skill\nin this school.\n\nWhen a new boy comes in Prof. Cizek gives him ma-\n\nterial and tells him to go to work. He then waits patiently for days, if\n\nnecessary, till the boy takes the initiative, and begins his drawing. Prof.\nCizek says that teachers in this country become nervous and anxious if\na child is doing nothing and say to him \"Wouldn't you like to do this\nor that ? \" Whereupon the child fumbles and gropes in an effort to express\nthe idea of another person and that person a grown person. This results\nin mental confusion and the child accomplishes nothing.\nThe children in this school range in age from five to fifteen. At\nsixteen he asks them to go. \"Springtime is over,\" he says, \"and it only\ncomes once.\" He regards it as a great advantage to have children of\nvarying ages in the same class. An American child put into a French\n\nfamily will in a few weeks acquire a speaking knowledge of French-getting\na word here and a word there. In the same painless way Prof. Cizek\nbelieves that a child will acquire a drawing vocabulary.\n\n"}
{"page": 918, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n857\n\nThe small children in his school work at a drawing until they can go\nno farther and then they prowl about the room looking to see how other\nand older children have solved the problems that trouble them. This,\n\nProfessor Cizek says, is normal and right. It is the imposition of a\nchildish idea and ideal upon a child and not that of a grown person .\nMoreover, Professor Cizek believes that the child should be allowed to seek\nhelp when he feels that he needs it, and it should not be forced upon him .\nThe question is often asked do these children often become artists ? They\ndo of course in some cases, but whether they do or not, Professor Cizek\nsays, \" I have given them wings which will always help them to rise out of\nthe dusty realities of life-I have given them an opportunity for free and\nindependent thinking and that will carry over into any problem they may\nattack in later years.\" The question is also asked, \"Can our children\nin America do such work as this, given the same conditions ?\"\nThere is of course only one answer to that-\"We must try it out.\" We\nundoubtedly have much undeveloped talent among our children. It is one\nof the nations' assets, surely as well worth developing as the coal mines\nand forests. We know what may be done in a community if there be\nonly one or two creative people in it: what might be done if a whole community had aesthetic standards and a developed imagination.\nPerhaps the best example in history of what might be done in this\ndirection in a community is the story of the rise of the Florentine guilds .\nLet me recall to you some of the facts in this history. Florence in the\nearly days was by way of being a crossroads. A fine Roman road came\nup from the South and was crossed by the Arno on which boats plied\nback and forth between Genoa and Venice, Venice being at that time the\ngateway to the Orient before the Suez Canal was built.\nThe Florentine people in those days knew practically nothing of the\ncrafts. Even the cloth they wore was imported from what is now Germany.\nThis cloth was strong and substantial material but it was ugly in texture\nand color.\n\nFlorence even at this early day must have been exceedingly beautiful\nlying as it did in the valley encircled by the blue Appenines, and this\nbeauty must have penetrated to the soul of at least one man of Florence.\nThis man could not bear to wear the ugly imported cloth and he set about\n\nimproving it. He steamed and pressed till the texture was beautiful,\nand then he found beautiful native dyes and dyed the material. This cloth\nbegan to attract attention. Other men wished to make their clothing more\nattractive and there was finally established the first guild of Florencethe \"Calimali .\"\n\nAt this stage another group in Florence became interested and said\n\"Why not raise the wool and spin and weave the cloth ?\" They went to\nthe peasants and encouraged them to raise sheep, and many new flocks\nbegan to appear upon the Tuscan hills. A new guild was established\ncalled the Wool Guild.\n\n"}
{"page": 919, "printed_page": null, "text": "858\n\nNATIONAL EDUCATION ASSOCIATION\n\nThis was followed by the silk guild, a group of weavers who imported\nthe crude silk from the Orient and wove and dyed it. Finally the silk\nguild induced the peasants to raise silk worms, and the silk was produced\n\nin Florence.\n\nNext door to the silk weavers were some gold and silver\n\nworkers and they began to spin gold and silver. This spun gold and\nsilver, the silk guild incorporated with the silk and the first gold and silver\nbrocades appeared in Florence. Most of the royal families of Europe\nwore those brocades.\n\nSo much of this beautiful cloth was exported to England that the English King becoming alarmed, issued an edict providing that no more goods\nmight be imported from Florence except what could be brought each year\non the backs of eleven mules for the use of the royal family. The prosperity and happiness that came to Florence as a result of this was not\nall that happened: Creation was in the air; more and more creative people\ngathered there; a galaxy of writers\n-Dante and Boccacio and Petrarchand artists-Michael Angelo, Donatello, and Fra Angelico. All of this happened because one man could not bear ugliness. He not only helped to\ncreate a beautiful city and to bring about general prosperity but he added\nto the sum of human happiness. Creative people are happy people.\nThe art teachers of this country are eager to try the plan of Professor\nCizek in this country believing that only in this way can art be made a\nvital thing in the lives of all of the people. We must have aesthetic\nstandards if we are to choose successfully a tie, or build a house, or build\na city.\n\nIt would be worthwhile if we considered only the contribution it would\nmake to the happiness of the world. If this project is to be carried out\nit will be because the superintendents of this country believe in it. If they\ndo and are willing to second the efforts of the art teachers we ought to see\nthe dawn of a new era in the teaching of art to children and a substantial\naddition made to the sum of human happiness.\n\nTHE GOSPEL OF BEAUTY¹\nLORADO TAFT, CHICAGO, ILLINOIS\n\nDeploring the lack of interest shown in art and expressing the hope that\nsome day within the near future the aesthetic sense of the public will commence to see the finer qualities of it and cultivate them, Lorado Taft, of\nChicago, Illinois, noted American sculptor, addressed a large and enthusiastic audience at Music Hall on \"The Gospel of Beauty.\"\nThe meeting, which was the climax to the busy convention of the\nNational Education Association, at which policies of education were shaped,\n\nexcoriated, and applauded, was in keeping with the theme on which Mr.\nTaft spoke.\n1As reported in the Cincinnati Enquirer, Friday morning, February 27, 1939.\n\n"}
{"page": 920, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n859\n\nA chorus composed of 750 girls and boys from the high schools, assisted\nby the combined orchestras from the high schools, rendered six selections,\nwhich were roundly applauded. The rendition of \"Zion Awake,\" by Costa,\ncame as a fitting climax to the meeting. The audience became so enthusiastic with its presentation that the chorus was forced to repeat it.\nHousing of sculpture decried-Mr. Taft drew from his vast reservoir\nof experience a beautiful analogy of art and interspersed it with comments\ndrawn from his observations in art galleries of the world. He said he did\nnot like the method of housing sculpture in the museums as now obtains,\nand recited an observation made recently in a southern State where he\nfound the statue of Venus de Milo covered with dirty marks and acting\nas a welcoming committee to those who entered the museum.\nWhile speaking to the American doughboys in France, as they waited in\nthe mud and muck of the seaport towns to be sent to their native homeland,\non the beauties of the cathedrals and art that surrounded them in France,\n\nhe said he was amazed at the lack of interest shown. He said he had gone\nto France to preach the beauties of the environment to the soldier boys,\nbut found them uninterested except in a few instances.\nHis remarks served as a bridge which he crossed into the profession of\nart instruction in schools.\n\nHe voiced the belief that the lack of interest\n\nshown in the cathedrals in France could be traced back to the school days\nof the soldiers during which time they apparently were not told of the finer\nthings embodied in art.\nSeeks art rooms for schools-\" It is a dream of mine that some day every\nschoolhouse will have a sky-lighted art museum on the top of the building\nwhere the great ages of Europe will be typified in sculptured art,\" he said.\n\"I cannot forget the visit I made to an Indiana town where I spoke to an\naudience in a school auditorium. After the meeting I was taken to the\n\nroof where the lights were turned on and before me was presented a beautiful natural lighted art gallery with the paintings of a few masters and the\nstatues of the early European ages .\n\n\"The architecture of our western towns and villages is appalling,\" he\nsaid. \"It would be considered a blessing to humanity and art of some of\nthe architecture of the dark ages could be made to glow upon those western\ncommunities where now exists only galvanized architecture.\"\n\nA COÖPERATIVE PLAN FOR curricuLUM REVISION¹\n\nThis outline is an attempt to formulate a practical way by which the\nvery important contributions in curriculum revision and enrichment may\nbe made available to the school systems throughout the country. The\nplan attempts to eliminate loss of time and effort. It attempts to foster\nresearch and professional coöperation. It also aims to stimulate and enThis report was printed and distributed at the Cincinnati Convention, February, 1925 .\n\n"}
{"page": 921, "printed_page": null, "text": "860\n\nNATIONAL EDUCATION ASSOCIATION\n\ncourage local interest and endeavor in the very important work of curriculum revision .\n\nI. Curriculum revision-A constant and continued problem-The work\nof curriculum revision involves both the preservation of that which is best\nfrom the contributions of the past and the selection and organization of the\nmost important values of the present day. In one sense, the public school\ncurriculum is a reflection of the life and progress of society. Its revision,\ntherefore, will occur as often as progress occurs. A static school is not\npossible in a dynamic civilization. The present-day developments, for\nexample, in science, art, industry, and the like, are sufficient to give new\nlife and color to the curriculum from kindergarten through high school.\nII. Can a local community adequately and economically solve the problem of curriculum revision?--The resources at the disposal of the typical\nschool system are inadequate for the complete solution of this intricate\nproblem. The local community should be responsible for definite work in\ngeneral curriculum theory and for that portion of the curriculum which\nanswers its own particular needs. For each local school system to attempt\nto solve the great common problems affecting all school systems means a\nloss in time, energy, and funds.\nIII. Can the work of individual specialists solve the problem of curric-\n\nulum revision?-The specialist confines his work to a limited field under\ncontrolled conditions.\n\nHis work is minute and exact rather than com-\n\nprehensive. He lacks the facilities for coördinating his work with that of\nother specialists, for disseminating it, and for securing its practical use.\nThe specialist can make his best contribution by coördinating his very important research work with that of curriculum committees from various\nschool systems.\nIV. How may the contributions of individual school systems and curriculum specialists best be brought to bear in the revision of the curriculum?\n\n-Economy can be effected if duplication of effort by various school systems\ncan be reduced-if the results of the work of other school systems and curriculum specialists can be made available for individual cities. This prevention of waste and coördination of effort could be brought about by an\nagency set up for that particular purpose. To accomplish this result is a\nworthy and vast undertaking.\n\nV. Under what auspices can such coöperation be effectively provided?Curriculum revision is an immediate problem in practically all school systems throughout the country. The Department of Superintendence is the\nnatural agency which should set up the machinery for the coöperation of\nsuperintendents, principals, and teachers in curriculum revision. The Department should be able to secure the benefit of the best thinking of all\ngroups. \"The best course of study in any subject is possible only by pooling\nthe skills, the enthusiasm, the leadership in that subject.\"\nVI. What will be the technique of such a coöperative plan ? A. What\nwill the individual school system do ?\n\n"}
{"page": 922, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n861\n\n1. Machinery for work in the individual system should be well organized. Teachers, supervisors, principals, and superintendents-all should\nbe expected to contribute. (Helpful suggestions for the organization of\nlocal communities for curriculum revision appear in Chapter 2 of the Second Yearbook of the Department of Superintendence.)\n2. The school system working on particular curriculum problems should\nfurnish the Department of Superintendence with the name of the person\nor persons responsible for the work in their system.\n3. A statement of the work under way in the revision of the curriculum\nin any school system should be sent to the Department of Superintendence.\nOccasional reports of progress should be made.\n4. The persons directly responsible for curriculum revision in a cooperating system should, from time to time, furnish the Department of\nSuperintendence with clear statements of the concrete difficulties encountered in the revision undertaken.\n\n5. In so far as facilities permit, each coöperating system should be represented at round table and committee conferences at the summer meeting\nof the National Education Association and at the winter meeting of the\nDepartment of Superintendence. By this plan, those engaged in curriculum\nresearch and revision may personally recount the results of their practical\nwork and hear the results obtained in other systems.\n6. Definite plans could be worked out by which completed curriculum\nunits are put into tentative form for distribution within a school system .\n7. Conferences of teachers, principals, and supervisors should be called to\nconsider, discuss, and improve the units of the curriculum after experimental try-out .\n\n8. It should be the responsibility of the executive and teaching staff of a\nschool department to see the work of curriculum revision through to completion.\n\nB. What can curriculum specialists and curriculum research agencies do ?\n1. They can coördinate their research work, continuing to work in committees along the lines successfully adopted by the sub-committees in the\npreparation of the Third Yearbook of the Department of Superintendence.\n2. They can re-state the unsolved curriculum problems in their particular\nfields. They can clarify and define the problems which local school systems discover.\n\n3. They can submit problems for the consideration of graduate classes\nin representative universities. These classes should be responsible for reporting their research and findings.\n4. They can encourage students to undertake the solution of unsolved\n\ncurriculum problems in the preparation of theses, or in whatever way opportunity may permit.\n\n5. They can offer advice to individual school systems as to the setting up\nand solution of problems the cost of such service to be borne by the individual school system .\n\n"}
{"page": 923, "printed_page": null, "text": "862\n\nNATIONAL EDUCATION ASSOCIATION\n\nC. What can the Department of Superintendence and the Division of\nResearch of the National Education Association do ?\n\n1. The Department can receive, classify, and give publicity to the reports of curriculum revision from the coöperating systems.\n\n2. The Department can call into conference small groups of superintendents, principals, and teachers who have been engaged in curriculum\nrevision for the purpose of receiving from them a critical analysis of methods of procedure.\n3. It can bring together the most important findings and reports of\nprogress in the 1926 Yearbook of the Department of Superintendence.\n4. It can call round table conferences at both the summer meetings of\nthe National Education Association and the Meeting of the Department\nof Superintendence in 1926, for the discussion of such concrete and practical problems of curriculum revision as most urgently require the personal\nexchange of views.\n5. In so far as facilities and funds are available, the Department can\nprovide for the coördination, interpretation, and dissemination of the work\nof curriculum specialists and curriculum research agencies that may be\napplied to the solution of practical difficulties encountered by school systems .\n\n6. When special needs arise, a representative of the Department of Superintendence can make extended trips to consult with the curriculum group\n\nat work in individual school systems. Thus, through personal contact, outstanding pieces of work can be located and brought to the individual school\n\nsystems to encourage the workers concerned. In this way, the Department\nwill rapidly build up the personal contacts that are essential to any program\nof effective coöperation.\n\n7. Further desirable contributions of the Department :\n(To be undertaken so far as facilities permit )\na. Arrange for the exchange of outstanding courses of study.\nb. Furnish revised bibliographies.\nc. Compile reviews from time to time of the best articles bearing on\nthe curriculum .\n\nd. Supply information as to the issuance of special reports and studies\nby specialists and curriculum research agencies .\ne. Establish at National headquarters a library of tentative outlines and\ncourses of study.\n\nf. Compile statements of the outstanding and common problems in the\nfield of curriculum revision.\n\ng. Prepare definite and concrete statement of the method whereby curriculum problems may be scientifically attacked and solved.\n\n"}
{"page": 924, "printed_page": null, "text": "Department of Teachers Colleges\n\nOFFICERS , 1925-26\n\nPresident-ROBERT H. Wright, President, East Carolina Teachers College\nGreenville, North Carolina\nVice-President-J. L. JARMAN, State Normal School for Women .......... Farmville, Virginia\nSecretary-Treasurer-H. C. MINNICH, Dean, School of Education, Miami University\nOxford, Ohio\n\nHistorical note-The Department of Normal Schools was formed at the Cleveland meeting, August 19, 1870, by a reorganization of the American Normal\nSchool Association which had been organized in 1858. See Proceedings of 1870,\npage 176 ; Proceedings of 1906, page 524. In 1924, it was voted to appoint a\n\ncommittee to discuss the possibility of combining with the American Association\nof Teachers' Colleges. See Proceedings of 1924, page 614. In 1925 the combination was effected. See Proceedings, 1925, Report of Committee on Revision of\nDepartments . It was arranged that the National Education Association would\n\ntake over the publications formerly issued by the American Association of Teachers Colleges , including its yearbook, in 1926.\n\n[863]\n\n"}
{"page": 925, "printed_page": null, "text": "Department of Visual Instruction\nOFFICERS\n\nPresident-ERNEST L. CRANDALL, Director of Lectures and Visual Instruction, Public\nSchools\n\n.. New York City\n\nVice-President-DUDLEY Grant Hays, Director of Visual Education, City Schools\nChicago, Illinois\nActing Secretary-DAVID GIBBS, Superintendent of Schools .\nMeriden, Connecticut\n\nHistorical Note-The Department of Visual Instruction was organized at the\nOakland- San Francisco Convention in July, 1923. See Proceedings of 1923, page\n85-A.\n\nThis Department meets once each year, in June.\nThe department held two meetings, on June 29th and June 30th, at 2 P. М.,\nboth in the Emmerich Manual Training High School. In addition to the papers\nread and the business transacted at these meetings, the latest examples of educational film were shown at both sessions.\n\nMonday Afternoon, June 29, 1925\nThis session of the department was in the nature of an experience meeting, hav-\n\ning been announced in the general program as a Round Table on the Growth and\nDevelopment of Visual Instruction to date in various educational centers, to be\n\nconducted on the plan of a roll-call by localities. Many who had hoped to be\npresent and report for their communities were unable to come, nor was it possible to hear from all present at the first day's session. However, by continuing\n\nthis feature also on the second day, a fair conspectus of the progress being made\nin the east, in the middle west and on the Pacific coast was obtained.\nThe meeting was opened by the President, Ernest L. Crandall, Director of Lectures and Visual Instruction in the schools of New York City, with a brief\naddress .\n\nReports were made by:\nRita Hochheimer, Assistant Director of Visual Instruction in New York City\nschools .\n\nDudley Grant Hays, Director of Visual Instruction in Chicago schools.\nA. G. Balcom, Associate Superintendent of Schools in Newark, N. J.\nMary Mooney, Director of Visual Instruction in schools in San Francisco.\nMrs. Grace Ramsey, of the American Museum of Natural History, New York\nCity\n.\n\nC. F. Hoban, of Harrisburg, Pennsylvania.\nW. W. Whittinghill, Assistant Supervisor of Visual Instruction in schools of\nDetroit.\n\nThe balance of this session was devoted to the showing of films.\n\nTuesday Afternoon, June 30, 1925\nTwo formal papers had been announced for this session ; and in addition this\nwas the regular annual business meeting of the department, for the election of\nofficers and other business.\n\nHon. Frederick A. Wallis, Commissioner of Correction of New York City and\n\nformerly U. S. Commissioner of Immigration, who was to have spoken on \"The\nUse of Visual Aids in Immigration,\" had announced some time in advance that\nhe would be unable to attend; and Miss Olive M. Jones, former President of the\n\nNational Education Association had agreed to take his place on the program. Unfortunately, at the last moment, Miss Jones could not come either, owing to the\ndemands on her time by the Finance Committee of the National Education Associa\n[864]\n\n"}
{"page": 926, "printed_page": null, "text": "DEPARTMENT OF VISUAL INSTRUCTION\n\n865\n\ntion. It is only fair to Miss Jones to add that at considerable inconvenience to\nherself, she did attend the Visual Instruction breakfast, which was held at the\n\nHotel Lincoln next morning, and spoke most inspiringly, urging especially the getting together of all the forces interested in visual instruction under the aegis of\nthe National Education Association and the laying out of a definite program of\nconstructive work. The visual instruction breakfast has now become virtually\nan annual affair. This time the thirty guests present represented virtually every\n\nphase of both the professional and the commercial side of visual instruction ; and\npractically everyone present participated in a lively and informal round table on\nrecent developments and immediate prospects in this field.\nAccordingly, the speaker of the day was Professor George D. Strayer, of Teach-\n\ners College, Columbia University, New York City and a former President of the\nNational Education Association.\n\nDr. Strayer spoke on \"The Administration of\n\nVisual Instruction . \"\n\nAt the conclusion of Dr. Strayer's address, which was enthusiastically received\nby the delegates present, the formal business of the session was transacted as\nrecorded in the following minutes :\n\nPresident's Report. Besides the work of preparing an annual program, the department through committees should be active in the field throughout the year.\nTwo such committees have been organized and are ready to function : one on the\n\nevaluation of film, of which Mr. Balcom is chairman, one on the greater availability and increased distribution of lantern slides. The appointment of a third\ncommittee on teacher training is recommended.\nNominating Committee.\n-Appointed by the President.\nC. F. Hoban, chairman, Director of Visual Education, Department of Public In\nstruction, Harrisburg, Pa.\nMrs. Grace Fisher Ramsey, Assistant Curator, American Museum of Natural\nHistory, New York City.\nW. W. Whittinghill, Asst. Supervisor of Visual Education, Detroit Michigan.\nHoward J. Hanna, Head of Physics Department, Los Angeles High School.\nA. Haven Smith, Principal High School, Redlands, Calif.\n\nNominations made by this committee reported by Mr. SmithPresident-Ernest L. Crandall, Director of Lectures and Visual Instruction,\nNew York City.\n\nVice-President-Dudley Grant Hayes, Director of Visual Instruction, Chicago,\nIllinois.\n\nSecretary-Treasurer-Miss Rita Hochheimer, Assistant Director of Visual Instruction, New York City.\n\nMembers of Executive Committee-A. G. Balcom, Assistant Superintendent of\nSchools, Newark, N. J. H. B. Wilson, Superintendent of Schools, Berkeley, Cal.\nMoved, seconded and carried that these officers be unanimously elected and that\nthe Acting Secretary cast one ballot for the slate.\n\nAt the conclusion of the business meeting, the roll call of the previous day's\nsession was resumed and the following persons reported :\n\nMr. Murray Dolman, Department of Research of the Indianapolis schools and\nin charge of Visual Instruction.\nMr. Howard J. Hanna, Los Angeles High School.\nRoll Call by Localities.\n\nIn pursuance of the meeting as announced and outlined in the President's opening address, directors of visual instruction from various communities were called\non to report for their respective localities. Owing to the absence of several di-\n\nrectors who had been expected, the five minute rule was waivd and each speaker\ngiven as much time as he required. An abstract of these reports follows :\n\n"}
{"page": 927, "printed_page": null, "text": "866\n\nNATIONAL EDUCATION ASSOCIATION\n\nMiss Rita Hochheimer, Assistant Director of Visual Instruction in New York\nCity schools, described the method of conducting curriculum film courses in that\ncity. Twelve such courses have been organized, the films having been selected\nand in part edited by committees of experienced teachers, principals, and superintendents . Each course applies to some specific school subject, as taught in a given\ngrade, such as biology ninth year, physical geography eighth year, civics seventh\nyear, nature study fourth year, etc. Each course consists of approximately twenty\nshowings of two reels each, one showing a week for a semester, the entire program embracing more than two hundred separate topics, all definitely related to\nthe school subject in which used. Both films and operators are furnished under\ncontract with the board of education. Outlines are provided for the teachers of\nall classes involved and the pupils are mentally prepared in advance and examined\nafter the showing. While the films are shown to large groups in the auditorium,\nthese groups are strictly homogeneous, and both preparation and follow-up are in\nthe hands of the individual classroom teachers.\n\nMiss Hochheimer used numer-\n\nous slides to illustrate the blank forms and other devices employed in scheduling\nthese courses in the various elementary, high, and junior high schools. She ex-\n\nplained that the work thus far had been regarded as experimental, reaching only\na fraction of New York's immense school system, but the Board of Education has\n\nevidenced the intention of extending it rapidly to the rest of the system.\nDr. Dudley Grant Hays, Director of Visual Instruction in the Chicago schools,\n\nexplained that thus far in that city they had merely dabbled a little with motion\npictures, not having attempted as yet their systematic application. The bureau\nhad, however, purchased a number of films and furnished these to the schools, as\nrequested. They had, however, worked intensively in building up a comprehensive\nslide library, the use of which in the schools was growing by leaps and bounds .\nThe most notable achievement Dr. Hays had to announce, and one which roused\nthe meeting to great enthusiasm, was that he had at last persuaded the Chicago\neducational authorities to embark definitely upon a five year equipment program,\nso that at the end of the five year period every school in the city would be completely equipped for every type of visual work. Initial appropriations were already\nforthcoming, and steady progress assured. One of the key notes in this equipment program was a provision calling for one stereopticon for every five hundred\nchildren in a school. Dr. Hays emphasized the fact that slides, and such other\nvisual material as his bureau controlled, are furnished only upon the requisition\nfrom the school when and as needed, without any attempt to dictate from the\ncentral office .\n\nDr. A. G. Balcom, Associate Superintendent of Schools of Newark, N. J. , in\nexclusive charge of visual instruction there, reported for the entire State. He\nrelated at some length the unwonted interest manifested in visual instruction\nat the last meeting of the New Jersey State Teachers Association. There was\na marked tendency throughout the State, he said, to recognize this work as a\nseparate activity and establish bureaus or departments for its promotion and\nsupervision, citing the recent case of Bayonne, N. J., where Miss Agnes Jones\nhad been appointed to take charge of the work. Dr. Balcom gratefully acknowledged the coöperation and excellent work of the Newark Museum, in the visual\nfield in that city. Referring to the physical obstacles that often have to be overcome before visual instruction in the modern conception of the term can be even\n\nundertaken, he said that it had taken years to accomplish it, but the city of\nNewark now has an electric base plug in every class room, ready for the attachment of a stereopticon or portable motion picture projector.\n\nMiss Mary Mooney, recently appointed director of visual instruction, in the\nschools of San Francisco, explained that there the work was in its infancy. They\nfelt they had much to learn from other cities and she had been privileged to\ninspect the work in the principal centers from coast to coast. She had been\n\n"}
{"page": 928, "printed_page": null, "text": "DEPARTMENT OF VISUAL INSTRUCTION\n\n867\n\nespecially impressed and imbued with the necessity of supervision from the\npedagogical standpoint. The backbone of her proposed program would consist\nof work in the training schools and with teachers actually in the field on correct\nmethods of using both slides and films.\nMrs. Grace F. Ramsey, of the American Museum of Natural History, explained\nhow that institution had made a practice for years of distributing slide lessons\n\nand natural history collections to the New York schools, until the demand had\ngrown far beyond their financial ability to meet it, although the bureau of visual\ninstruction of the city school system generously allotted a portion of its appropriation to their use, rather than attempt to re-duplicate their work. She explained\nthat since the establishment of a definite bureau of visual instruction in New\n\nYork, the Museum had worked in the closest possible coöperation with that bureau,\nits latest contribution being the organization and distribution of definite sets of\n\nslides correlating directly with each of the film lessons in the bureau's curriculum\nfilm courses .\n\nDr. C. F. Hoban, of Harrisburg, Pennsylvania, was called upon and made the\nenheartening announcement that he had just been named director of visual instruction for the State of Pennsylvania. He said he believed firmly in the helpfulness of discussions and expositions such as the present meeting. He proposed,\nhe said, to organize the work in Pennsylvania in such a way that teacher training in the methods of visual instruction should not be overlooked, and hoped to\n\nbe back next year and report great forward strides in Pennsylvania.\nMr. W. W. Whittinghill, assistant supervisor of visual instruction in the\nschools of Detroit made an exhaustive report on the workings of the bureau of\nvisual instruction in that city. The bureau operates in close conjunction with\nthe supervisory forces of the educational department. It both purchases and\nrents films, in addition to borrowing commercial films, maintaining a department\nfilm library, from which films are routed over a regular schedule and also loaned\n\non request. Films are not only pre-viewed before shown, but carefully rated.\nDetroit is making a study of the relative cost of purchase and rental. A slide\n\nlibrary is also maintained by the bureau, the slides being organized into sets in\naccordance with the suggestions of the other supervisory officers of the department,\nand loaned on request. Much use is also made of the Keystone 600 sets in the\n\nschools. The bureau has prepared visual instruction exhibits for use at conventions and school meetings, not only at home but as visual instruction propaganda in other cities.\n\nThe bureau not only supervises directly the use of films\n\nand slides in selected schools, but has been instrumental in having a regular required course in visual instruction embodied in the curriculum of Detroit Teachers College.\n\nMr. Murray Dolman, of the Department of Research of the Indianapolis schools,\nand in charge of visual instruction there, described the attempts to reach the\nteachers through group conferences and the exhibition of special visual instruc-\n\ntion units prepared by his department. Some of these units were displayed for\nthe inspection of the delegates, in the vestibule of the meeting hall. These conferences were invariably followed by requests for the collections, which were\ndistributed over a regular schedule, as required. Each collection consisted of one\nor more films, slide sets, stereographs, with stereoscopes, photographs, flat pictures, story material, and what Mr. Dolman described as \"close up\" still pictures ,\nbeing drawn by hand and, especially below the sixth grade, attractively colored.\nSpecial stress was laid in this material on dissected botany.\nMr. Howard J. Hanna, of the Los Angeles High School, reported that the work\n\nin that city is making rapid progress. The bureau of visual instruction works\nin close coöperation with the producers of educational films and film strip, both\nediting and pre-viewing. The bureau maintains both a film and a slide library,\nrouting its material over a definite schedule, on request, and is making systematic\n\n"}
{"page": 929, "printed_page": null, "text": "868\n\nNATIONAL EDUCATION ASSOCIATION\n\nefforts to adapt the material to the course of study. Mr. Hanna cited as an\nexample the work done by him in the making of film strip for use in physics\nclasses, that being his particular field and spoke enthusiastically of the help this\nmaterial afforded to pupils in grasping abstract relationships.\nThe balance of the session was devoted to the showing of films.\n\nIn connection with the film showings, Prof. Irving N. Countryman, of Yale University, described quite elaborately the methods by which the historical photoplays\nof the Yale University Press were built up ; and Mrs. Elizabeth R. Dessez outlined the series of educational films being put out by Pathé, on food, clothing,\nand shelter.\n\nPRESIDENT'S ADDRESS-ABSTRACT\nERNEST L. CRANDALL, DIRECTOR OF LECTURES AND VISUAL INSTRUCTION\nIN NEW YORK CITY\n\nThe keynote of this meeting is growth and progress.\n\nNothing could\n\nmore strikingly illustrate the growth of visual instruction in the past few\nyears than the type of program that has been arranged for today. We are\nto listen to a roll-call of localities ranging from New England to the Pacific coast and extending as far south as Texas, each response coming from\nsome school official directly charged with the supervision of visual in-\n\nstruction in his school system.\n\nFive years ago this would not have been\n\npossible.\n\nThese supervisors, something like a dozen of them, are here to tell us\nspecifically of the growth of visual instruction in their respective communities. If I mistake not, the conspectus of the general field of visual\ninstruction which we shall thus obtain, will disclose three major items of\nprogress.\n\nThe first of these is indicated by the very nature of this program, which,\nas I have intimated, reflects a wide and ever increasing official recognition\n\nof the value and importance of the visual method. The fact that States,\nmunicipalities, universities all over the country are appointing supervisors,\nor directors, of visual instruction, the fact that special appropriations for\nthis work are growing, slowly but perceptibly, and the very fact that the\nNational Education Association has recognized this phase of educational\npractice by the creation of a special department, all testify to an encouraging degree of official recognition; which in turn rests upon the appreciation of a broad and ever widening circle of principals and classroom teachers\nwho are awakening to the fact that the visual method, despite the acknowledged limitations which must inhere in any method, is first and last a\ngreater economizer of time and energy, for both pupil and teacher, a more\neffective vehicle for the imparting of certain possibilities in certain fields\nthan almost any other teaching device ever conceived.\nThe second item of progress that I should expect to hear stressed here\ntoday is the vast improvement in the technique of visual instruction that\nhas been evolved during the past five years . Thanks to the patient en\n\n"}
{"page": 930, "printed_page": null, "text": "DEPARTMENT OF VISUAL INSTRUCTION\n\n869\n\ndeavor of devoted pioneers, we are marching forward with a surer step.\nWe know better how to handle our materials, so as to extract from them\nfull teaching value. Taking the motion picture as an illustration, five\nyears ago we scarcely knew what we wanted in the way of motion pictures, even if we could have had them for the asking; we were by no\nmeans clear as to what subjects they were best adapted to illustrate ; and\nabove all we certainly did not know how best to present them, how best to\nutilize them as a teaching tool. In all these aspects of the subject we\nhave made great strides. While the stereopticon slide and other visual\naids were perhaps better understood five years ago than the motion picture,\nI think it may safely be said that in that period the number of teachers\nwho have ceased to regard any of these devices as toys or entertainment\nand have come to look upon them as vital classroom necessities has been\nenormously multiplied. In consequence, the technique in their use has not\nonly become more widely understood and applied, but has become steadily\nmore exact and effective.\n\nThe third item of general progress that seems to me worthy of mention\nconsists of the rich and manifold accessions and additions to the materials\n\nwith which we work. Projection apparatus of every sort has steadily\nimproved in accuracy and efficiency, new projection devices are coming on\nthe market every day, slides and posters are being multiplied on a large\nscale and their subjects drawn from fields never before invaded, and finally\nthe educational motion picture, while some still insist that it even yet has\nnot arrived, has advanced so far toward the goal of cheap abundance and\nperfect adaptability to its task that in a city like New York we can maintain a dozen film courses, in specific school subjects, with weekly showings,\nto the enthusiastic satisfaction of teachers and pupils and under a financial\narrangement that makes the cost per pupil, per subject, per year, considerably less than forty cents. Much of this we owe not alone to the enterprise but to the loyal and devoted zeal of many of the members of the\ncommercial organizations which manufacture or distribute various types\nof visual aids.\n\nSuch is the fascination of this method that all who handle\n\neven its materials in any way tend to become touched with the vision of\nits beneficent ministrations to the child mind. Indeed, there are many\namong them who have been educators, at one time or another, and who are\nstill such in a very true sense. We owe them a very real debt of gratitude\nfor their helpful, understanding and resourceful coöperation.\n\n"}
{"page": 931, "printed_page": null, "text": "870\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE ADMINISTRATION OF VISUAL EDUCATIONABSTRACT\nGEORGE D. STRAYER, PROFESSOR OF EDUCATION AND DIRECTOR, INSTITUTE\nOF EDUCATIONAL RESEARCH, COLUMBIA UNIVERSITY, NEW YORK CITY\n\nThe administration of visual education must be considered in the light of\nthe relationship of this activity to the whole program of education. If,\nas many of us believe, visual aid should be provided for teachers in practically all fields, then we must consider the job to be done as having to do\nwith the introduction of a method of instruction rather than in the actual\n\nadministration of any unit of the school system. The director of visual\neducation should work in coöperation with principals and supervisors, with\nheads of departments in high schools and with individual teachers. He\nis essentially a staff worker who should be assigned from time to time to\nany part of the school system in order that he may help to develop the use\nof visual materials in particular situations. He most certainly is not a\n\nline officer who is placed in a position of control or responsibility with\nrespect to some particular division or unit of the school system. His work\nis comparable to that of the director of research, of the director of the\npsychological clinic, or of the director of health service in the school\nsystem.\n\nWe need further investigations with respect to the most economical and\nefficient method of assembling, distributing, and using pictures, slides,\nstereographs , and films. The method of distribution now found in various\ncommunities suggests in many cases that these visual aids are thought of as\nsupplementary to the real work of the school, rather than of fundamental\nimportance as we ordinarily think of books. Some indication of the answer which we may expect to develop finally to this perplexing problem\nis indicated by our organization of classroom and school libraries as opposed to the dependence upon a central library.\nThe director of visual education must in coöperation with specialists\nthroughout the school system provide for the training of teachers in service. We cannot hope to achieve the results that are predicted through the\nuse of visual materials without training teachers in this new technique.\nOur teachers colleges and normal schools may be expected to include work\nin this field in their courses of instruction, but for the teachers already in\nservice it is essential that demonstrations of the efficient use of visual ma-\n\nterials be provided and that courses of study be revised to provide definite\ninstruction to teachers for the use of those materials.\n\nIn the administration of visual education, especially as visual aids are\nused to improve instruction in the several school subjects rather than to\nprovide entertainment, the classification of pupils with respect to their\nprevious training and abilities is as essential as for any other type of school\nwork. The herding of children into large auditoriums in order to exhibit a film which may have little or no relationship to the work which\n\n"}
{"page": 932, "printed_page": null, "text": "DEPARTMENT OF VISUAL INSTRUCTION\n\n871\n\nmost of them are doing or the use of the stereopticon slide or stereograph\nmerely to occupy time has done much to delay the development of this most\nimportant technique in our public school systems.\nIf we mean to take visual education seriously, we shall have to think in\nterms of equipping every classroom with a proper electrical outlet for the\nportable stereopticon that we plan to use in the classroom. We shall just\nas certainly need to build our auditoriums small enough to make it possible for a group of children of the same grade to work comfortably with\nthe teacher in those subjects in which the slides or film may offer an\nimportant aid to instruction. We shall have to provide in the classroom,\nin the auditorium, and in the central storage space for the proper housing of the materials which are to be used in the particular building.\nMany other administrative problems wait upon more extensive investigations than have yet been undertaken. It is important that we discover\njust how much it will cost to provide the adequate visual aids for all subjects in which they can be used to advantage throughout the school system.\nWe need to discover how the courses of study in individual schools may\n\nbe adjusted so as to provide for the use of particular materials at varying\nperiods during the year. We must learn to discriminate among the visual\naids that are now being provided in order to use those which will bring\nthe best results in each particular situation.\n\nWe must seek to discover to\n\nwhat extent we should vary the use of visual materials in relation to the\nintellectual capacities of different groups of children. These are some of\nthe issues which must be considered by the director of visual education.\nThe extent of his inquiries and the validity of his findings will have much\nto do with the development of this important method in education.\n\n"}
{"page": 933, "printed_page": null, "text": "Department of Vocational Education\nOFFICERS\n\nPresident, JOHN N. GREER, Assistant Superintendent of Schools\n\nMinneapolis, Minn.\n\n:::::\nSecretary, J. D. BLACKWELL, State Director, Vocational Education .........\nBaltimore, Md.\n\nHistorical note-The Department of Vocational Education and Practical Arts\n\nwas organized as the Industrial Section at Minneapolis, Minn. , August, 1875.\nSee Proceedings of 1875, page 100.\n\nThe name was changed in 1890 to the De-\n\npartment of Industrial and Manual Training. See Proceedings of 1890, page 758.\nIn 1899 the name was changed to the Department of Manual Training.\n\nSee\n\nProceedings of 1899, page 904. In 1909 the Department was merged with the\nDepartment of Art Education. See Proceedings of 1909, pages 598-9. In 1913\nthe name was changed to the Department of Manual Arts and Vocational Edu-\n\ncation.\n\nSee Proceedings of 1913, page 556.\n\nIn 1914 the name was changed to\n\nthe Department of Vocational Education and Practical Arts. See Proceedings\nof 1914, page 565. This department coöperates with the National Vocational\n\nGuidance Association and with the National Society for Vocational Education.\nThe officers of the National Vocational Guidance Association for 1925-26 are :\n\nPresident, Dorothea de Schweinitz, Junior Employment Service, Philadelphia,\nPennsylvania. Secretary, Anne S. Davis, Director, Vocational Guidance Bureau,\nPublic Schools, Chicago, Illinois .\n\nThis Department meets twice each year, in February and June.\nCINCINNATI PROGRAM\n\nTuesday Afternoon, February 24, 1925\nMeasurements as Applied to Practical Arts and Vocational Education\nADDRESS-H. A. Toops, Ohio State University, Columbus, Ohio.\nUSES AND LIMITATIONS OF STANDARDIZED TESTS IN JUNIOR HIGH SCHOOL INDUSTRIAL\n\nARTS-A. H. Edgerton, University of Wisconsin, Madison, Wis.\nDISCUSSION-Leader, J. J. Seidel, Baltimore, Md.\nFUNDAMENTAL PRINCIPLES UNDERLYING SHOP TRY-OUT COURSES IN JUNIOR HIGH\nSCHOOLS C. A. Zuppann, Minneapolis, Minn.\nAN ANALYSIS OF A STUDY OF GRADUATES OF AN INDUSTRIAL ARTS COURSE OF THE\n\nTOLEDO HIGH SCHOOLS- Carl T. Cotter, Director, Industrial Education, Toledo,\nOhio.\n\nWednesday Afternoon, February 25, 1925\nTHE RELATION OF MEASUREMENTS TO VOCATIONAL AGRICULTURE-C. E. Myers, State\nCollege, Pa.; Discussion led by W. H. Lancelot, Ames, Iowa.\nMEASUREMENTS AS APPLIED TO HOME ECONOMICS-Viola Bell, Ames, Iowa, and\nEmma Conley, Supervisor of Vocational Education for Girls, State Department\nof Education, Albany, N. Y.\nOBJECTIVES IN INDUSTRIAL EDUCATION-M. M. Proffitt, Specialist in Industrial Education, U. S. Bureau of Education, Washington, D. C.\nBUSINESS MEEETING.\n\n[872]\n\n"}
{"page": 934, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\nTHEORETICAL\n\nPRINCIPLES\n\nUNDERLYING\n\nTESTS\n\n873\n\nAND\n\nMEASUREMENTS IN VOCATIONAL EDUCATION\nHERBERT A. TOOPS, OHIO STATE UNIVERSITY, COLUMBUS, OHIO\n\nMeasurement in vocational education is not a new thing. Its beginning\nmay be traced back to remote antiquity. In attempting to trace the history\nof an academic movement, we always go back to the Greeks or to the\nRomans. In vocational education we are always privileged to go back farther than that to the time when the rude savage was first learning to bend a\nbow and to scrape out the inside of a log for a rude kind of boat. SavageA\nfinding the tree too large for him to handle alone, looked about for\n\nanother to help do the job. If he had the good judgment with which we\ncredit him, he chose savage B, a man with strength and skill, or as a fair\nsubstitute, a repute for skill and judgment, to whom, by grunts and gestures he indicated his desires. To pass the pages of history rapidly, we\ncome soon to our own American Indian, who had ascended one step in\nthe scale of judging his coöperators in industry. The idea of degrees of\nskill had developed greatly. When desiring to make a canoe he now sought\nfor the assistance of a \"beaver-canoe maker,\" one with a high degree of\nskill, ability to use tools to perfection, and possessed of knowledge of how\nto go about the job; or for a bear-canoe-maker,\" one with much brute force\nbut possibly clumsy ; or, if no other helpers were available, he may have had\nto content himself with a \"hoot owl-canoe maker,\" one with much talk\nand feathers and but little solid meat !\n\nIt is a long step from the naming of human virtues, by ascribing the\nnames of the animals supposed also to possess them, to the present-day practices in educational measurement.\n\nThe difference in viewpoint is funda-\n\nmental and cannot be overemphasized.\n\nIn the transition, we are about\n\nto discard qualitative (naming) measurements and insist upon the use\nonly of quantitative (measured) measurements. We are abandoning the\nuse of such qualitative terms as : \"expert, journeyman, apprentice\" in favor\nof much more scientific and quantitative statements such as : \"Given the\nproper wire, tools and batteries, he can hook up two dry cells in series in 83\nseconds according to the standard specifications for such set-ups,\" or \"given\nthe timber, steel square, pencil, and slopes he can lay out the corner rafter\nof a hip roof in 2½ minutes, \" and so on.\nIt may be noted that this involves a change in our psychology and\n\nphilosophy of vocational education, and in other kinds of education as well.\nInstead of spending time in attempting to inculcate skill of eye and coördina\n\ntion of hand, we are beginning consciously to do the job which we apparently were doing all the time-namely, teaching the boy to use a plane according to the \"best method,\" to use a hammer after the best fashion of\nexpert hammer-users, and to solve frequently recurring situations which come\n\nup in the finished tradesman's life, such as, \"whenever starting to plane a\nused board, look it over carefully, and if any nails are sticking up, either\n\n"}
{"page": 935, "printed_page": null, "text": "874\n\nNATIONAL EDUCATION ASSOCIATION\n\npull them out (specific uses of a certain kind of hammer) or drive them\nbeneath that point where the finished surface will be (specific use number\n2 of hammer and involving in addition the use of a nail set, or of such\nalternative or substitutive procedures as the use of a nail in place of a nail\n\nset) . The problem in vocational education does not thus differ materially\nfrom that of the academic teacher in its conception. The modern teacher\nof arithmetic is no longer hoping that she will teach her pupils to \"master the\nart of thinking\" or to inculcate in them as the greatest value for her efforts\n\na \" conception of the orderliness of the universe.\" She will be immensely\ngratified if such should be the outcome of her work, even in a small percentage of her students ! The new viewpoint does, however, give her a\nplace from which to get started to work; she knows that the first aim of her\n\nwork is to get each pupil as quickly and with as little effort, and with as\nsmall as possible an amount of learning which must later be unlearned, up\n\nto a point of high efficiency in such unromantic operations as \"whenever I\nsay 8 plus 9, you must answer 17; \"whenever I say 8 x 9, you must answer\n72.\" The teacher knows that there are only 55 of such combinations as ,\n8 minus 6, 10 minus 4, 9 minus 3; she also knows that whenever she has\n\ncompleted those 55 combinations she has finished the job; she further knows\nthat combinations such as 9 minus 8, 9 minus 2, etc., (the later tables as\nthe 7's, 8's and 9's) seldom happen in life and so need to be practiced much\nmore than 4 minus 2, 4 minus 3, 4 minus 1; she further knows about how\nfrequently children of a given grade, in answer to the question \"9-8\" say 72,\nand she knows what is wrong when a child says 72 to this question. If we\nanalyze the above situation in arithmetic, and state our results, not in terms\nof arithmetic, but in terms of vocational education, we may state that (or\nperhaps it will be the historian of 1930 who will do it) the vocational educator has:\n1. Largely given up his concept of transfer of training, and has now begun to\n\nstate specifically the skills which he is attempting to teach.\n2. He is training these skills in terms of tools, jobs, operations, and quantitative\nmeasures of results .\n\n3. He no longer assumes that errors are chance happenings, but assumes rather\nthat an error is an honest attempt to make an adequate response to an incorrect\nunderstanding of the situation.\n4. He attempts (or as I shall later point out, he wishes the pupil himself to at-\n\ntempt) to point out the cause of the error in order that the pupil shall be \"wise\"\nto the cause of his errors and shall correct them himself.\n\n5. He knows how much practice is required, on the average, using the best\nmethod of doing the operation, to come up to a given degree of skill.\n6. He knows what operations are involved in a job, what jobs are involved in\nan occupation, what occupations are involved in an industry, and proceeds to begin\nat that beginning-not which is logically first or chronologically first in the\npractice of the occupation-but rather at that beginning which by pedagogical and\npsychological experiment has been shown to be pedagogically first, and proceeds\n\nthenceforth in a definite psychological order throughout. The two main considerations in this order are the difficulty of the task, and the arrangement and\nselection of jobs such that there will be the right amount of practice and of review,\nso as not to result in underlearning anything or of wasting time by overlearning\n\n"}
{"page": 936, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\nit.\n\n875\n\nOverlearning means merely practicing it more than necessary to be able to\n\nremember it whenever desired.\n\nThis new viewpoint, or philosophy of vocational education if you wish\nto call it such, does not discard interest in the welfare of the individual\npupil, but rather intensifies it. Instead of blandly talking about \"equal opportunities\" we are making it more certain that each child will surely have\nequal opportunities. The philosophy of the best vocational guidance programs is retained. This means that the needs of the individual are paramount above the temporary demands of industry or employer; that vocational guidance speedily becomes educational guidance, the problem of\nwhich is the creation of an environmental situation which shall be suitable\n\nfor maximally developing capacity. It is the task of measurement to assist\nin telling when that environmental situation is maximally suitable for developing capacity.\n\nThe introduction of quantitative measurement means far more than\ngiving grades of A, B, C, D, and E, which in most cases are not quantitative\nat all. Quantitative measurement has much to say about when marks and\n\nexaminations shall be given, who shall give them, what shall be done with\nthem, what kind of marks shall be given. All quantitative measurement\nhas at least four important aspects, which have been technically named :\nvalidity, scoring reliability, statisitcal reliability, and appropriateness. These\nmay be defined or illustrated as follows :\nValidity-A test is valid when it measures what it purports to measure.\nValidity thus always presupposes a definite aim for giving that examination.\nAs applied to vocational education, it assumes that the aim of vocational education is truly vocational-that is, training in a vocation for the purpose\nof self-support by later practice of the vocation.\nThe concept of validity gives us as many varieties of tests as we have\nseparate and distinct purposes in giving them to would-be or actual vocational pupils, such as: Aptitude or promise tests; entrance, classification,\nor sectioning tests; progress or school promotion tests; first proficiency or\n\ngraduation tests; progress or promotion tests in industry; and readjustment tests, etc.¹ Any test, used for the specific purpose of measuring, say,\naptitude for a given school course, is poor or good, non-valid or valid, according to the degree to which the scores on the test really pick out the\ndiffering potential degrees of success in the occupation. Evidently the onl\nway to find out whether the test is valid is to give the tests to all pupils who\npropose entering a school before entrance, and then await developments. If\nafter a time, when we check up on the degrees of success of the students\nwe find that those students who made low scores on the tests practically all\nfailed and that the students who made high scores on the tests practically\nall made high success in school work, and that the people who made intermediate scores on the test made only for the most part average success, then\nthe test is a highly valid test for the specific purpose of detecting or measurReference\n\nin Bibliography on page 880 contains careful definitions.\n\n"}
{"page": 937, "printed_page": null, "text": "876\n\nNATIONAL EDUCATION ASSOCIATION\n\ning promise of success, in that particular vocational school, taught by the\nmethods of that school. In this follow-up process we must determine the\ndifferent degrees of success of the different students. Quantitative measurements say that these must be numerical measures, such as can be stated,\npreferably, in terms of lengths, widths, thicknesses, time and number of\nunits of product. The necessity for these success measures, or criterion\nscores as we technically call them, means that measurement contributes to\nclarifying our aims in vocational education. What really is a \"good\"\nstenographer ; and what a \"mediocre\" one and what a \"poor\" one ? Which\nof these two stenographers, A and B, is the better one; A, who has a speed of\n45 words per minute and 1 error ; or B who has 70 words per minute but\ntwo errors : or which of these two is the better; C who has a speed of 80\n\nwords per minute and spells all words correctly, or D who has a speed of\n100 words per minute but misspells two words ? There is obviously no\ncategorical answer but rather a specific teaching problem brought to the\nfore by each attempt to combine these different aspects of success into one\ncriterion or success score.\n\nIt should be noted that what test is a valid test is the result of experiment not of armchair philosophizing or a priori reasoning. We may illustrate from a different field of education. The physical education people\nhave been developing standard ways of giving track and field meets.\nThey reasoned thus : \"The fat boy of a given age or grade, having more\nflesh to carry, should be given the advantage of the boy who is thin, and\nthe thin boy should consequently have relatively an extra yard or so to run. \"\nThat is armchair philosophizing. Experiment, on the other hand, has\nshown that in this case the boy who is heavy for his age is better developed\nphysically and so is on the whole apt to be longer-legged than the thin boy,\nand consequently well able to run faster than the thin boy. Hence the \"fat\"\n(well developed) boy should be relatively set back a few yards if anyone\nis to be handicapped, and not the thin boy:\nThe common measure of validity is technically known as the validity\ncoefficient and is the correlation coefficient between the test scores and\n\ncriterion scores. Anyone wishing to experiment in this field must become\ncapable of understanding and carrying out experiments of the types\nschematized in references 2 and 3.\n\nScoring reliability-This second requirement of any test, measurement,\nor examination has to do with the elimination of subjective judgment as to\na pupil's success in an examination or in an operation, and the substitution\ntherefor of objective judgment. This means the use of the same kinds of\nunits as are used in the physical and chemical sciences insofar as possible, or\nin their absence, analogous ones. It means the discard of much of our\nqualitative terminology, and the substitution therefor of quantitative terminology. Its practical tests are always two in number:\n\n1. Will two teachers independently scoring the pupil's performance report\nthe same identical mark for it?\n\n2. If the same identical mark is reported by two teachers, will they mean\n\nthe same thing by it?\n\n"}
{"page": 938, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n877\n\nWe need do little more here than to remark that if a test is low in\n\nscoring reliability we have always a ready means of improving the situation-namely, to discard that kind of test and adopt another kind of test\nwhich can be scored the same by two teachers without conference.\nStatistical reliability-This third requirement of any measurement comes\nabout by reason of the fact that, even though the test is valid, and though\nthe test is objective and scoringly reliable, the pupil's performance usually\nvaries from day to day. There are various factors which produce statistical\n\nunreliability-sickness, worry, fatigue, fear, etc. , due mostly to organic conditions within the student's body. Statistical reliability is measured by the\nextent to which the marks received from two alternative forms of the exam-\n\nination agree. Alternative examinations are examinations, differing in content, but alike in difficulty, appropriateness, plan of test, and adequacy of\nsampling of the content which they cover. If two examinations do not\nagree-and so are not statistically reliable-we can always improve them by\nmaking the examinations longer. Few commercial tests are long enough\nto give a reliable rating of the student. Most commercial tests would be\nstatistically reliable if they were three hours or more in length. As an alternative we can always average the results from two or more such tests given\nperhaps on subsequent days. And, in progress tests, we can give such tests\nor examinations far more frequently than formerly and average the results\nof all. This procedure has much to recommend it from the incentive\nangle, as it keeps pupils up in their daily preparation.\nAppropriateness-This fourth requirement has mainly to do with difficulty. Are the test questions too hard or too easy ? Do the questions owe\ntheir difficulty to intrinsic difficulty of the trade process, or is the diffi-\n\nculty an artificial one, and due perhaps to legibility difficulties, language\ndifficulties, or vocabulary difficulty? To most people the most startling\nfinding of measurements in this regard is that, in final examinations, or in\nexaminations designed to determine the pupil's readiness for promotion, the\nbest examination is one in which the intrinsic difficulty is such that the\naverage score of the class is only 50 per cent of the total number of questions attempted. This means that usually we give too easy examinations as\nwell as examinations which are too short.\n\nResearch has also shown that there is a surprisingly large technical vocabulary which a pupil must often master in vocational work. Dr. Pressey has\npublished a vocational vocabulary list, obtainable from the Public School\nPublishing Company, which contains several hundred technical words, and\nis not exhaustive.\n\nA critical survey of available tests and test methods-With this by way\n\nof introduction of the requirements for tests, judgments, measurements,\nand examinations in vocational and other work, I shall now proceed to discuss the half dozen typical kinds of tests which will be of use in vocationa!\neducation, and shall attempt in each case to elucidate the principles involved. The amount of discussion devoted to each will not necessarily be\nproportional to the importance of the test field, but rather will be an indication in part of the amount of work already done in the field. One new\n\n"}
{"page": 939, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n878\n\nfield which promises much by means of additional research in the near future\nwill also be discussed at length.\nAptitude tests-Aptitude tests aim to tell us which persons will fail in a\nparticular line of endeavor and which will be able to succeed, to indicate, in\nother words, the probability of success in the work if it should be attempted.\nWe have above pointed out that in their construction no amount of a priori\n\nreasoning will take the place of: Tests given experimentally before entrance\nto the occupation to all who wish to enter, with a subsequent check-up by\ncriterion scores of the degrees of success of all the entrants, and a statistical\ncomparison, by the method of correlation, of the test scores with success\nscores .\nIn this last process, Test A is excellent; Test B is worthless; Test\nC has perfect validity and is priceless. The validity coefficient for A is .80 ;\nfor B, zero ; and for C, 1.00.\nTABLE 1.\n\nAPTITUDE TESTS\n\n[Test A]\n\nNumber of persons on\nAptitude Test A\nOccupational success\n\nTotal\n\nBelow\naverage\n\naverage\n\nAbove average occupational success .\n\n10\n\n90\n\nBelow average occupational success .\n\n90\n\n10\n\n100\n\n100\n\n100\n\n200\n\nTotal....\n\nAbove\n\n100\n\n[Test B]\n\nNumber of persons on\nAptitude Test B\nOccupational success\n\nTotal\n\nAbove\n\nBelow\naverage\n\naverage\n\nAbove average occupational success .\n\n50\n\n50\n\nBelow average occupational success .\n\n50\n\n50\n\n100\n\n100\n\n200\n\nTotal.\n\n100\n\n100\n\n[Test C]\n\nNumber of persons on\nAptitude Test C\nTotal\n\nOccupational success\nBelow\naverage\n\nAbove\naverage\n\nAbove average occupational success .\n\n0\n\n100\n\n100\n\nBelow average occupational success .\n\n100\n\n0\n\n100\n\n100\n\n100\n\n200\n\nTotal....\n\n"}
{"page": 940, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n879\n\nWe have many aptitude, prognostic, or promise tests. Invariably all are\nmuch less valid than we should like them to be; in all of them some people\nwill be found in the N. W. and S. E. quadrants of such a table as for Test\nA above. In many occupations it is much easier to construct a test which\n\nwill be more valid than its present competitor, the subjective judgment of\n\"someone who thinks he knows\" whether the person will succeed or not.\nSuch tests will never be so valid as the time-tried test of \"try him out on\nthe job and see whether he fails or not.\" It is obvious that trying out,\neither with or without failure, takes time, and in case of failure, wastes\n\ntime that could have been profitably used in trying out an occupation in\nwhich the student would have been more successful ; nor has anyone so far\nsuccessfully demonstrated that failure is in itself a desirable thing. This\nbrings us at once to the heart of the question, Why have tests? The\nanswer is simple. If tests can be made to yield in a few hours as good pre-\n\ndictions of ultimate success as could only be obtained by a much longer\nactual tryout in school or industry itself, then every argument is in favor\nof the tests.\n\nThe results of such tests as are now available have not enabled us any\n\nbetter than formerly to measure the relative influences of environment and\nheredity. With all our intelligence tests, we know little more than we\ndid ten years ago how much of academic school achievement is due to\nheredity and how much to opportunity. But, we have learned this: even\ngenius requires adaptation to its environment in order to succeed ; and for\na given heredity, the greater will be the school progress, say, if the pupil\n\npossessing that heredity has an adequate school environment, including, of\ncourse, adequate instruction, material, methods, incentives, and the like.\nFor vocational education this means that we cannot by armchair philosophizing demonstrate what are the limits of improvability of any child. In\nfact, the development of good mechanical aptitude tests has done more\nthan any other one thing to demonstrate to us that the failing pupil in one\nkind of school may, if the proper teaching methods are used, become the\ngenius of a second kind of school. I refer to the Stenquist Assembly tests,\nreference 12 of the bibliography and more particularly to reference 13.\n\"The Case for the Low I. Q. \"\nThe vocational school in its historical development is a differentiation of\n\nour public school to meet the need of pupils who were failing to profit by\nthe one-track system established by our forefathers, and of those pupils who\nwere undesirous of so continuing. Sad to say, with the multiplication of\nschools and the multiplication of teachers, many of whom must needs be\ndrawn from academic circles, that early viewpoint is too often lost, and with\nit the truly vocational character of the school. The highest type of human\nservice is carried on by at least one type of vocational school, which has not\nyet lost its vocational character. The service carried on by such a school\ncan best be typified by the word, \"salvage.\" What I mean can perhaps be\nbest illustrated by Table 2. Suppose we have two good vocational apti\n\n"}
{"page": 941, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n880\n\ntude tests, one a good intelligence test which is valid in predicting degrees of\nsuccess of eighth-grade graduates should they go on to high school, and\nanother which I shall call a mechanical assembly test which is valid in\npredicting ability to learn a trade. It is desirable that these two tests be\nas nearly unrelated to each other as possible, that the correlation between\nthem be as nearly zero as possible. If so,¹ we may obtain such a distribution table as Table 2.\nTABLE 2.-THE RELATION OF INTELLIGENCE TO MECHANICAL ABILITY\n\nNumber of persons making\nMechanical test scores\n\nBelow\naverage\n\naverage\n\nintelligence\n\nintelligence\n\nscores\n\nscores\n\nAbove\n\nTotal\n\nAbove average scores on mechanical test ......\n\n20C\n\n30D\n\nBelow average scores on mechanical test.\n\n30A\n\n20B\n\n50\n\n50\n\n50\n\n100\n\nTotal...\n\n50\n\nIf we define high chances of success in either venture-high school or\ntrade respectively-as \" above the average scores\" in the tests respectively,\nit is evident that:\n\n1. The 30 people in Box D who are above average on both tests will succeed\nwell in either high school or trades. (Perhaps the armchair philosopher would\nsay they should become engineers, but this does not necessarily follow! )\n2. The 20 people in Box B who are high in intelligence but low in mechanical\n\nability will succeed well in high school, but will probably fail in trade work.\n3. The 30 people in Box A, who are low in both tests, will probably fail in both\nendeavors, and so much look to other occupations as ap lace where they will fit.\n4. The 20 people in Box C, who are low in intelligence but high in mechanical\nability will probably fail in high school, but in spite of that, will, if properly taught,\nsucceed very well in learning a trade. It is the peculiar function of one type of\ntrade school to salvage these people who have this type of specialized talent, who\nare good in mechanical work but are poor in academic work.\n\nThis, in brief, means that under no consideration should entrance to such\n\na vocational school be based upon intelligence tests. If intelligence tests are\nto be used, they should be used only after the pupil has entered, and the\nresults should be used to section the pupils into sections according to their\nability to grasp the instructions of their teacher. Perhaps the brightest\npupils can be given to the poorest teacher, for they will not suffer so much\nin his hands as will those of slower understanding.\n\nIt can thus be readily seen how much to be deplored is the growing\ntendency to raise the minimum entrance academic and intelligence standards\n\nof our vocational schools. (It is obviously desirable for pupils to be well\n1The correlation for Table 2 is +.20, which is about the expected correlation for 14-yearold boys.\n\n"}
{"page": 942, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n881\n\nprepared in the best of the content which the elementary school can give, but\n\nsuch preparation should not be a sine qua non.) Some one needs to carry\nout the experiment of picking out a few hundred grade school failures, who\nare nevertheless high in mechanical ability, enroll then in a vocational school,\ngive them adequate opportunity for learning trades by adapting the course\nof instruction to the intelligence level of the pupils, and note the result.\nI thought some two years ago that we should see the results of such an experiment. The supervisor of a district in a large city picked out over one\nhundred girls who were in the seventh grade, who were failing in their\nschool work, and who scored low on intelligence tests. The plan was that\na certain trade school would give a fair tryout in trade courses to a number\nof them who showed high mechanical ability. We gave the mechanical\ntests and impatiently awaited results. A recent check-up showed that the\nschool apparently had been skeptical of the experiment (perhaps we should\nsay unwilling to adapt its methods, although I cannot say as to that) and\nso allowed only 12 of the group to enter. The interesting fact, however, is\nthat eight of the twelve graduated. They took more time to graduate than\nthe average student? Of course !\nBut some one will say, \"That means that we will get all the dull pupils!\"\nMy only answer is, \"See what tradesmen now possess in the way of intelligence and education-those flesh-and-blood tradesmen who are doing the\nmanual work of the world.\n\nLess than 20 per cent of them even started\n\nhigh school work; a somewhat higher percentage of course completed the\neighth grade. Over a fifth of them have a sixth-grade education or less.\nThen ask yourself: Is my vocational school attempting to train the people\nwho will work at trade work, or is it attempting to train executives and\nclerical workers or to give an academic or cultural training under the guise\nof being vocational ?\nAlthough a modification of teaching procedure may be able to salvage\nfrom blind-alley occupations people of good mechanical ability and low\nintelligence, it does not follow that unintelligent people are more likely to be\nmechanical than are intelligent people. The above diagram indicates in\nfact that the majority of the unintelligent are non-mechanical, and we\nshall need to make other provision for such people. It is the highly mechanical non-intelligent minority whom we are interested in salvaging from\nblind-alley jobs.\nThere are many other interesting questions raised by measurement and\nexperimentation in connection with aptitude tests; such as, the mechanical\nability of women; the improvability through practice of mechanical ability ;\nthe specificness of mechanical skills. The first two of these are treated in\nreference 16 of the bibliography.\nWe shall now state a few more principles found in this field. Aptitude\ntests should be performance tests, not paper-and-pencil tests, since performance tests are, of the two, the only ones likely to have the salvaging power\nabove referred to. Paper tests generally correlate all too highly with each\nother and with intelligence.\n\n"}
{"page": 943, "printed_page": null, "text": "882\n\nNATIONAL EDUCATION ASSOCIATION\n\nAnother interesting principle which measurement has helped to bring\nabout is a new viewpoint of vocational interest.\n\nInterest is not now so\n\nmuch regarded as the sine qua non of success or mystical thing without\nwhich you positively cannot succeed. Rather we know that interest is about\nas frequently a successor of successful effort as a predecessor of it. This\nleads us to distinguish between true interests, acquired by experience, and\nsuperficial interests, or more properly enthusiasm, acquired by reading or by\nhearsay. True interest is thus looked upon as an indication that one has had\nsome success, however small, in one's inquiry into, or particularly in doing,\ndetails of that occupation. Such interest then should be measurable by giving the supposedly interested person amateurish questions of that occupation\nto answer or amateurish jobs to do. Failure, in such tests, by no means\nprecludes the possibility of the pupil's later becoming interested in the occupation if he attempts it. The use of the interest test is thus somewhat\ndoubtful for perhaps a majority of pupils. The partial destruction of this\ntime-honored concept makes favorable the conditions for determining experimentally the limitations of training. At worst, it gives us an argument with which to answer the lazy boy, who says, \"I am not interested\nin,\" a certain occupation, when we have reason to believe this statement\nis merely his way of saying, \"I don't want to work so hard,\" or \"I haven't\nthat much ambition.\"\n\nIn the matter of aptitudes, the war taught us many things; such as,\nwomen can learn trades which hitherto only men have entered; trades.\nwhich tradesmen hitherto have said could only be learned by years of work\n\ncan be learned, average well, by people of sufficiently high aptitude in as\nlittle as two weeks of concentrated and effectively devised vocational education ; and that, in general, there are just as many and just as wide individual\ndifferences in vocational aptitude as in academic aptitude. In learning the\ntrade of mechanical dentistry, where the student could take as long or as\nshort a time for his instruction as he desired, I have found that the most\nrapid student did in less than 300 hours what it took the slowest student\nover 2900 hours to do. Where will you find a greater difference in academic\nwork?\n\nIn our aptitude tests, we are overlooking the potential value of obtaining\nnorms for everyday play and hobby interests of life. Who can say what is\nthe vocational value of being able to throw a standard baseball 100 feet ;\n\nor who can even say whether that is a good or poor performance for an\neight-year-old boy? What is the significance of being able to harness a\nhorse to a buggy in three minutes; of being able to hook up two batteries\nin parallel in two minutes; of being able at the age of 12 to chin yourself\nten times; of being able to build a kite which will rise 200 feet in the air?\n\nSee bibliography, reference 15.\nAdequate tests for aptitude purposes require much research work. It is\nnot so surprising then that we have allowed the best work in these fields to\nbe done by endowed research bureaus. Two of these are worthy of special\n\n"}
{"page": 944, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n883\n\nmention. One of these, the Institute of Educational Research of Teachers\nCollege, has devised and given a large number of vocational guidance tests\nto 3000 children in New York City. The careers of these children will be\nfollowed up for a period of years to see how well their success bears out\nthe predictions which might have been made by the tests years earlier. The\npreliminary report, dealing with the construction of the tests is given in\nreference 14 of the bibliography-\"Tests for Vocational Guidance of\nChildren, 13 to 16.\" We may eagerly await the follow-up reports inasmuch\nas they will give the results of the first real vocational guidance test work\ndone under well controlled conditions with follow-up study. The second\nof these endowed researches is a vocational guidance test inquiry being conducted by the Department of Psychology of the University of Minnesota,\nwhich is seeking to go still further into the question of just what is\nmechanical and motor ability. The results are quite promising. This\nresearch is now nearing the completion of its second year and the former is\nnow nearing the end of its fourth year.\nEntrance, classification, and grading or sectioning tests-These have\nbeen but little used in vocational schools and are comparatively undeveloped.\n\nSome of the problems which they may help solve are :\n1. After admission to a vocational school, what course should the student pursue,\nmachine shop, electrical, bricklaying or what?\n2. How can the school effectively use the training and experience in mechanical\n\nwork which the pupil already has ? Many an entrant to the carpentry course, for\ninstance, knows more about carpentry at entrance than some others know upon\ncompletion of the course.\n\n3. How shall we section our pupils if we have a great many, in order that they\nmay make the most rapid progress ?\n4. If we admit that the task of education is to make a well-rounded personality,\nthen is it not the duty of the school system to attempt to teach mechanical things\nto those intelligent people who have no shame in admitting that they do not know\nhow to fix a shade roller which will not roll up ? Is it not, from this viewpoint,\nour greatest duty to teach mechanical principles to those who make low mechanical\nassembly test scores, for instance ?\n\n5. How shall we establish control sections in order that we may experimentally\ndetermine which of two proposed methods of teaching a trade is the better ?\n\nIn all these problems, the use of intelligence tests promises us practically\nnothing for the expenditure of our time and money. It would seem far\nbetter at the present time to attempt to develop many new manipulative\ntests for such purposes, and of such a length as to be statistically reliable.\nProgress, diagnostic, and school promotion tests-This field, which we\nare now entering, is of far more present interest and worth than any save\nperhaps the aptitude test field. Only a fair beginning has yet been made.\nThe results are so promising, however, that I anticipate it will not be long\nbefore we have a number of workers in the field.\n\nThe philosophy of progress tests can be summed up in five statements :\n1. Vocational education, as to technique, means furnishing the pupil with vocational situations of a difficulty such that by effort he can comprehend them, and\nwhich, with the tools and equipment supplied, he can master step by step.\n\n"}
{"page": 945, "printed_page": null, "text": "884\n\nNATIONAL EDUCATION ASSOCIATION\n\n2. The pupil having comprehended the problem, and having made an error, in\nall probability made the error in good faith in the belief that he was doing\nthe right thing.\n\n3. The pupil should be led to discover his errors in the most effective way for\nproducing interest and learning, and be thereby induced to correct the errors-to\n\"learn from his sad experience.\"\n4. Attempts should be made to have the pupil generalize as much as possible of\nhis experiences, so that he will have, not had merely a number of unrelated or\n\nunrelatable techinques, but so that he, instead, will be able to meet effectively new\nvocational situations .\n\n5. The pupil should be kept motivated in his school work, by being able to note\nhis progress to date, which is most effectively done by frequent attempts to recall\n(review) the progress already made.\n\nIn common with the academic people, we are interested then in establishing by the most effective means possible, what, for want of a better\nterm, I shall call \"workmanship character.\" This is the ability to see\nthrough a novel vocational situation, to take pride and actually to do only\nthe best grade of work, to be able to recognize the difference between a\ngood and a poor piece of work, to be willing to turn a deaf ear to entreaties to do the work just good enough to pass inspection, etc.\nThe Committee on Special Training in the army hit upon one of the\ntechniques requisite to building up this trait-namely, training the boy in\ncareful observation and planning of each job before he begins it. The\nfinal report of this committee is No. 31 in the bibliography. They utilized\nthe idea of asking the boy a number of questions about the technique which\nhe proposed to use on the job. The questions might be answered after\nthe job was done, however. Nevertheless, if answered, the answers made\nmeaningful to the boy the processes which he had just gone through with.\nHe then knew not only how to do the job, but just why he did it in the\nway he did. He did not necessarily have to make any decisions in regard\nto which of two alternative ways of doing a job is best. Now we have\nreason to believe that the formation of workmanship character is not\ngreatly unlike the formation of moral character. A strong moral character is not built in a monastery away from the world's temptations. Instead good judgment, and what we may term strength of character, come\nfrom making good decisions in situations (comparable to a temptation )\nwherein the outcome is ambiguous or uncertain until carefully examined\nin the light of all the ascertainable facts. Consequently in the research\nsection of the E. and R. schools of the Army, at Camp Grant, Illinois,\nthis lack of pupil judgment was overcome by the simple expedient, of having the student make a job-analysis of his job before beginning it. First\nhe checked on a list containing all the operations of the trade those operations which were necessary to be done on this particular job.\nHe then arranged these operations in the chronological order in which\nthey were to be done on the job, and secured the instructor's approval\nbefore beginning the job. If necessary, the instructor then pointed out\nthe better method, allowing first the student to attempt to determine a\nbetter order of the operations. This called sharply to the student's mind\n\n"}
{"page": 946, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n885\n\nthe question of the best way of doing a job, and made him balance one\nmethod against another. The principles derived at Camp Grant are given\nin Prof. Selvidge's recent textbook, reference No. 23. The products of\nthe work at Camp Grant were instruction manuals in some 22 trades, far\nsuperior to anything hitherto existing. These are referred to as reference\n26. At Camp Grant also, experiments were being conducted looking\ntoward establishing final proficiency tests, and some twenty, more or less,\nwere so constructed. Due to lack of Congressional appropriations, this\nexcellent work was discontinued. It is still being carried on in smaller\nscale and with improvements in method in the Signal School at Camp\nAlfred Vail , New Jersey.\n\nIn the work at Camp Vail, the improvement of incorporating into the\ninstructor's manuals, progress tests for measuring the progress of the student is a noteworthy one. In a recent publication, Reference 27, this\nwork has taken a second big forward leap by the introduction of diagnostic\nprogress tests. Methods have been devised for pointing out to the student\nwherein are his weaknesses, in order that he may strive to improve on\nthose aspects of his work which are weak. A scale for lettering points out\nto the student how the careless making of his hand-printed letters affects\nhis value as a radio operator. An ingenious mechanical device gives a\npermanent graphic record of the length of each dot and dash in his sending of code messages. The use of Ediphone records dispenses with a great\nmany of the hitherto routine duties of the instructor and makes uniformly\ngood instruction for each student possible. I commend to your attention\nReference 27-Radio Operator, Code Practice.\nThese are truly notable achievements of measurement in the improveinent of vocational education. Yet we have not done all that can be done,\neven in the case of the radio operator. The clue for what I have reason\n\nto believe will be another improvement comes to us from academic education, Reference 21. Mr. Chou, a graduate student at Teachers College,\nColumbia University, discovered that in certain Chinese students the ability\nto judge compositions correlated with their ability to write compositions\nabove .70. If this means anything, then surely it means that, at the stage\nof practice which these students were when measured, the most promising\nthing to have children do in order to improve their ability to write compositions was to have them grade compositions, both good compositions\nand bad, to discover errors, and to judge and quantitatively evaluate the\ngood and the bad features of each.\nActing on this hunch, Mr. R. E. Smith, instructor in manual training\nshopwork at Ohio State University, has during the past quarter experimented with having college students in the course in patternshop score\ntheir own work according to a mimeographed set of directions. In these\ndirections a certain number of points were given for a perfect score on each\naspect of a given product, and from the perfect score deductions are made\n\nif the pupil fails to come up to the perfect standard. The pupil measures\nhis product at each angle, corner, and length, or makes judgments of a\n\n"}
{"page": 947, "printed_page": null, "text": "886\n\nNATIONAL EDUCATION ASSOCIATION\n\nvery few items such as finish, and writes down a score for each such corner,\nangle, etc. The sum of the scores on each of the aspects of the project is\na score for the product. Every product or project is likewise scored. The\nsum of the scores on the several projects gives a score indicating the student's success in the course. In addition to this experimental group, which\nrated itself, a second group, or control group, were rated by the instructor\nand received their scores, but did not rate their own products. The results seem to indicate :\n\n1. The group which judged its product made a significantly higher average score\non the final examination than the control or non-judging group.\n2. The judging group turned out a better product than the non-judging group.\n\n(In rating the pupil's work, the instructor never knew whether he was rating\nthe product of the one or of the other group, and as above stated, nearly all his\nscores were the results of scale and caliper measurements . )\n3. A student who is good on one woodworking project is not necessarily low\n\non all projects; technically stated, the correlation between projects is low.\n4. Students, grading in each case their own projects for the course, and assigning themselves their letter grade of A, B, C, D, E on the basis of only four projects ,\nwould in no case have differed from the instructor by more than one letter grade.\n\n5. Within a group of 25 students there will usually be found some student who\nwill consistently overrate his work in spite of early conferences with the instructor,\nand some student who will consistently underrate the quality of his work. Such\ncases apparently respond to this treatment.\n6. A student grading his own projects agrees with the instructor on four or five\nprojects combined (that is on the total score of all four or five projects) as well\nas two instructors agree in regard to the score on a single project. This is due\nto the fact that the score on four or five projects represents not only the improvement in consistency of judgment which we believe this method inculcates, but also\nirons out the effect of more or less chance over-judgments and under-judgments.\nIf a student overestimates his first project he may chance to underestimate the\nsecond, so that his total score on the two will agree fairly well with the instructor's\ntotal score on the two. The average score given a product by three of a pupil's\nclassmates is apparently as reliable as the score given by one instructor.\n\nThe results of this study are so promising that the next step logically\nseems to be as follows : If judging one's own product is so worth while,\n\nthe judging of other's products ought to be equally worth while. It appears that the judgment of three students is equal to the judgment of an\ninstructor as to what score to give a product. It should be a small administrative matter to arrange it so that each student in addition to mark-\n\ning his own project should score the same project of two of his classmates ;\nthen, on the second project he should score his own product and also the\nproducts of a different group of two classmates, in each case being himself\nignorant of whose products he is grading. I see no inherent difficulties\nin the road of allowing the composite score of one's classmates under the\n\nconditions described, being used as the semester grade, and thus relieve\nthe teacher of the irksome burden of scoring products, and free his time\nfor more constructive work. Teaching will not be so irksome a job if we\ncan turn our marking burdens over to the students with such unusual\npromised benefits to them. On the printed direction sheets for scoring\n\n"}
{"page": 948, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n887\n\nproducts we make much use of the slogan, \"Skilled Workmen Are Good\nJudges.\"\nThe above experiment leaves much to be desired in the way of solving\n\nthe problems : Will the results be secured a second time, and a third time ?\nJust in what way is judgment beneficial ? Why are students not as good\n\njudges as instructors ? Why do they not improve more rapidly in judging ?\nWhy do they improve as rapidly as they do ? And so on, and so on.\nA superficial analysis of why a poor judge is a poor judge reveals the\nfollowing plausible or possible causes :\n1. Perhaps he does not understand the directions for scoring the product.\n2. Perhaps he cannot read the blue print to which the directions sometimes refer.\n3. Perhaps he cannot read accurately the measuring tools used.\n\n4. Even if able to read the tools accurately, perhaps he cannot handle the measuring tools or instruments in such a way as to take off the correct measurement\nof a product.\n\nNos. 3 and 4 can be fairly readily tested. The writer is preparing for\nearly publication a test of \"reading measuring instruments,\" in which\ninstruments have been photographed or drawn to represent various settings\nof the tool. A probably more important test has been devised by Mr.\nCecil Ward, graduate student in the department of psychology, at Ohio\nState University and teacher in one of the Columbus manual training\nschools, which attempts to test the student's ability to make carefully\ndesignated measurements on a product which is already completed. It\nconsists of ten blocks of various shapes and designs on which certain\nmeasurements have been carefully indicated on the blocks themselves by\narrows. The first block requires merely a scale to measure the three dimensions of length, width, thickness. The tenth block is much more\ncomplicated, requires more measuring tools, more complicated measuring\noperations of the maximum difficulty of \"making measurements between\ntwo places inaccessible to direct measurement\" so that the correct meas-\n\nurement must be compounded from other measurements. Mr. Ward will\ndetermine by experimental tryout the best method of giving the test. He\nhas made the test in five forms, with the dimensions slightly different in\neach form, so that it will be readily possible to retest the pupil for verification of the statistical reliability of the test, and to measure progress in\nlearning to make scale-and- caliper measurements.\nTo summarize the progress in these developments of vocational education:\n1. The committee on special training in the Army attempted to test the pupil on\nhis understanding of his projected job by means of questions.\n2. The E. and R. Schools of the Army moved the process a step farther by\nhaving the student test his judgment of the operations to be involved and the\n\nsequence of the operations against the instructor's judgment. They also introduced final proficiency tests to be standardized on journeymen in industry.\n3. The signal school at Camp Vail introduced progress tests.\n\nIt also introduced\n\nprogress tests of a diagnostic type, by means of which the instructor advises the\npupil of his weaknesses.\n\n"}
{"page": 949, "printed_page": null, "text": "888\n\nNATIONAL EDUCATION ASSOCIATION\n\n4. Mr. Smith aims to teach the boy to improve his own judgments of product and\nso to lead to self-motivated improvement. His next step is to seek further to\nimprove a pupil's judgment of product by having him judge the products of his\nclassmates.\n\n5. Mr. Ward seeks to discover by diagnostic tests why the poor judges are poor,\nand why some fail to improve rapidly in judgment. In passing, we should not fail\nto note the excellent work of Mr. Castle with mechanical drawing tests, reference\nNo. 19 in bibliography.\n\nFinal proficiency tests-Little has been done in this field. The army\nconstructed trade proficiency tests for over 100 different trades, reported\nin references 20 and 24. Most of these are not suitable, without severe\nadaptation, for trade school use. Some possible principles of proficiency\ntesting may be of interest. A trade school graduate, if entering industry\nas a full-fledged journeyman should reveal on tests that he is the equal of\na full-fledged journeyman. As a suggestion of what the future may hold\nforth, we may see diplomas abolished in favor of certificates which will\nstate specifically what tools, operations, and jobs the pupil can do or handle\nand with what degree of efficiency. The employer of such a pupil, if he\nhas a mind to do so, can dovetail instruction within his plant on to the in-\n\nstruction of the school with a minimum of loss of time and duplication of\neffort.\n\nVocational tests for promotion on a job These are substantially progress diagnostic tests. We have one account of them in the literature,\npublished by A. W. Kornhouser in the Journal of Personnel Research.\nReference No. 22 .\n\nTests for readjustment on the job-Many a man, who at 16 entered\na job which at the time was a good one for him, finds by the age of 23\nto 30 that he is at the end of the ladder, and so wishes to make a change.\nTests will be an efficient aid in this problem of readjustment. Proficiency\ntests may reveal what are the man's vocational assets. Intelligence tests\nand executive aptitude tests (if we can develop them) will give some\ninkling as to what to advise; for, be it noted, only the man of intelligence\nand ambition can be both expert on his job and dissatisfied with what it\nhas to offer in the light of the known prospect of the better job offering\nmore responsibility and harder work.\nWith this account I have covered in rambling fashion the field of\n\nmeasurement as applied to vocational education. The members of this\ngroup can further the much needed research work in measurement of\nvocational education, either actively, by taking part in any of the attractive\ninvestigations outlined above, or passively, by being sympathetic toward\nsuch work-tolerant of its mistakes and appreciative of its successes.\n\n"}
{"page": 950, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n889\n\nSELECTED BIBLIOGRAPHY ON VOCATIONAL TESTS\n\nEspecially Important References are Starred\nA. General Principles:\n*1. Brewer, J. M., Mental measurement in educational and vocational guidance.\n\nHarvard Bulletins in Education, Number 10, 1924. 46 p. (Bibliography. )\n*2. McCall, William, How to measure in education. Macmillan, 1922. 516 р.\n*3 . -, How to experiment in education. Macmillan, 1923. 281 p.\n4. Otis, A. S., The selection of mill workers with mental tests. Jour. of Appl.\nPsych. , Volume 4, Number 4, 1920. pp. 339-341.\n\n5. Pressey, S. L. , Introduction to the use of standardized tests. World Book Co.,\n1923.\n\n263 р.\n\n6. Robinson, E. S., The analysis of trade ability. Journal of Applied Psychology, Volume 3, No. 4, 1919. pp. 352-357.\n*7. Toops, H. A., Tests for vocational guidance of children 13 to 16. Teachers\nCollege Contributions to Education, No. 136, 1923.\n\n*8 .\n\n159 р.\n\n, Some fancies and facts about human abilities and their significance for\ntrade education. Ungraded, Volume 9, Nos. 1 and 2, October and November, 1923.\n\n9. —, Trade tests in education. Teachers College Contributions to Education,\nNo. 115, 1921. 118 p. Bibliography. ( See General Considerations in Testing and Training for Proficiency and Promise in the Trades. pp. 96-115.)\n\n10. Toops, H. A., and Pintner, R., Educational differences among tradesmen.\nJournal of Applied Psychology, Volume 3, 1919. pp. 33-49.\nB. Aptitude and Interest Tests :\n\n* 11 . Brewer, J. M., Mental measurements in educational and vocational guidance.\nHarvard Bulletins in Education, No. 10, 1924. 46 р. ( Bibliography. )\n* 12. Stenquist, J. L., Measurements of mechanical ability. Teachers College Contributions to Education No. 130, 1923. 101 р.\n*13.\n\n, The case for the low I. Q. Journal of Educational Research, November,\n1921.\n\npp. 241-254.\n\n*14. Toops, H. A. , Tests for vocational guidance of children 13 to 16. Teachers\nCollege Contributions to Education, No. 130, 1923.\n\n159 р.\n\n*15.\n\n, The need for norms in vocational guidance. The Vocational Guidance\nMagazine, Vol. 3, No. 3, December, 1924. pp. 87-90.\n16. , Some fancies and facts about human abilities and their significance for\ntrade education.\n\nUngraded, Volume 9, Nos. 1 and 2, October and Novem-\n\nber, 1923.\n\n17. —, Determining the trade skill and knowledge of the shop teacher. Vocational Education Magazine, Volume 2, No. 1, September, 1923. pp. 53-56.\n18. Vocational Guidance Bulletin.\n\nNational Vocational Guidance Association.\n\n(Many measurement articles are appearing in this bulletin. )\nC. Proficiency or. Progress Tests:\n\n*19 . Castle, D. W., Mechanical drawing tests. Vocational Education Magazine,\nVolume 2, No. 9, May, 1924. pp. 756-758 .\n20 Chapman, J. C., Trade tests. Holt, 1921. 435 p.\n\n*21 . Chou, H. H. C., The measurement of composition ability. New York Columbia University Library, 1923. (Relationship of ability to judge compositions to ability to write them. )\n22. Kornhouser, A. W., A plan of apprentice training. Journal of Personnel Research, Vol. 1, 1923. pp. 215-250.\n\n"}
{"page": 951, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n890\n\n*23. Selvidge, R. W., How to teach a trade. Peoria, Illinois, Manual Arts Press ,\n1923. 111 р. ( Only unified account available of the excellent work done\nin the E. and R. Schools of the Army in divising superior methods of trade\ninstruction.)\n\n#24. Toops , H. A., Trade tests in education.\n\nTeachers College Contribution to\n\nEducation, No. 115, 1921. 118 p. (See particularly pp. 1-76. )\n25. U. S. Army, Signal School at Camp Alfred Vail, N. J. Training Manuals .\nNo. 10 Carpentry. Part 1. Carpenter Helper.\nNo. 11 Carpentry. Part 2. Basic Carpenter.\nNo. 12 Carpentry. Part 3 . General Carpenter.\nNo. 13 Carpentry. Part 4. Master Carpenter.\nNo. 14 Carpentry. Part 5. Instructor's Guide.\nNo. 20 Basic Signal Communication. Students' Manual.\n\nNo. 21 Basic Signal Communication. Instructors' Guide. (Contains methods of divising proficiency tests.)\nNo. 22 Telephone Switchboard Operator. Students' Manual.\nNo. 23 Telephone Switchboard Operator. Instructors' Guide. ( Contains\nInstruction Tests .)\nNo. 30 Automotive Starting, Lighting, and Ignition.\n26. U. S. Army. E. and R. schools, about 22 manuals on trade on trade instruction, each with questions.\n*27. U. S. Army, Signal School, Camp Alfred Vail, N. J. Training Manual No.\n\n27, 1925. Radio Operator, Code Practice, 71 p. ( Shows what psychological\nscience can do for vocational education by measurement.)\n\n28.\n\n, The Army's Contribution. Vocational Education Magazine, Volume 2,\nNo. 10, June, 1924.\n\npp. 854-855.\n\n29. Vocational Education Magazine.\n\n(Articles on measurement are beginning\n\nto appear with some regularity.)\n30. War Department. Committee on Classification of Personnel. The Personnel\n\nSystem of the U. S. Army. Two volumes, Washington, 1919.\n*31..\n\nCommittee on Education and Special Training.\n\nFinal Report of the\n\nNational Army Training Detachments. Washington, 1919. 179 p.\n32. Wylie, A. T. , Army experiments with progress and proficiency tests. The\nEducational Record, Vol. 5, No. 4, 1924. pp. 254-267. (Experiences at\nCamp Vail .)\n\nUSES AND LIMITATIONS OF STANDARDIZED TESTS IN\nJUNIOR high scHOOL INDUSTRIAL ARTS\nA. H. EDGERTON, PROFESSOR OF INDUSTRIAL EDUCATION, UNIVERSITY\nOF WISCONSIN , MADISON, WISCONSIN\n\nThe topic I have been asked to discuss implies that ( 1) tests are of\nsome importance in offering instruction and guidance in junior high school\nindustrial arts, and (2) tests, as now used, have certain limitations which\nshould be kept in mind in interpreting their results. Perhaps no educational movement has had more critics, both destructive and constructive\nones, than this development in tests and measurements. For this reason,\nif for no other, it behooves us to take an open-minded attitude in our attempt to scrutinize and evaluate just what assistance may now and later\nbe expected from this recent movement.\n\nPlease keep in mind that the construction and administration of\n\n"}
{"page": 952, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n891\n\npsychological tests is considered as a highly specialized activity which, in\nmy opinion, should be entrusted mainly to a group of specialists. Many\nlarge and small cities are now provided with more or less expert leadership, and the larger city usually has a staff of specialists to serve the whole\nschool system. In such cities it is assumed that the special testing needed\nfor instructional and advisory purposes can be most advantageously done in\ncoöperation with the psychological department or clinic. However, this\ndiscussion will assume that teachers of industrial arts might well be, at\nleast, sufficiently familiar with the testing movement to avoid unnecessary misrepresentation of recorded test results. In other words, this acquaintance with testing materials should do much to avert many difficulties\nwhich invariably arise when teachers, counselors, and placement workers\nare permitted to use amateurish and even pseudo-control of techniques\nwhich must be considered not only as highly specialized, but also as decidedly experimental.\n\nThose who have direct responsibility for practical arts instruction should\nbe interested in the results of tests of general intelligence as a basis for instructional classification, but they also should recognize the importance\nof interpreting these records of a general measure as only one of the many\nfactors resulting from testing pupils' abilities and interests in various\nways. While promising psychological scales and tests have been devised\nfor purposes of revealing measures of so-called general intelligence, mechanical aptitude, general knowledge, and occupational skill, it is still believed\nby many that the discovery of aptitudes and capacities for the kinds of\nexperience represented in the school likewise should involve considerable\nobservation of those successes and failures which result from each division\n\nof work and study. Beginning with the seventh grade, simple but effective\ncumulative records are now being used not alone to record the results of all\ntests, but also those inferences which teachers and others have based upon\nschool performances and activities carried on outside of school. To be\nmost helpful the records should include tangible evidences of the pupil's\nabilities as well as his likes and dislikes .\n\nDoes the junior high school need the assistance of tests and measure-\n\nments? The broader conception of the junior high school is based on a\nphilosophy of better occupational adjustment and happier social welfare.\nOur social and economic needs of today would seem to call for instruction\nand guidance which aim (1) to challenge and develop the pupil's present\ninterests, aptitudes, and capacities, and ( 2) to train and educate him for\nthe many-sided demands which the future is expected to make upon him.\nThese needs assume that each public school system is obligated to assist all\n\nof its pupils by means of suitable curriculums for aiding those who continue their school work to plan their programs more wisely in secondary\nand higher education, and also for helping those who might find it advisable or necessary to leave school with a minimal amount of preparation to\nchoose their respective procedure more thoughtfully.\nThe school must continue to impart certain so-called fundamental skills\n\n"}
{"page": 953, "printed_page": null, "text": "892\n\nNATIONAL EDUCATION ASSOCIATION\n\nand knowledge to each pupil; however, its obligation does not end here.\nIt must anticipate the time when the pupil shall have completed his schooling and taken his place in the workaday world. It must strive to see that\n\nthe educational offerings are such that the pupil may be helped to contribute his best to society by means of desirable attitudes, habits, appreciations, and powers, and by so doing, secure for himself the greatest happiness. This desired result is too significant to be left to chance. It can\ncome about only by causing the pupil to consider his own assets or capabilities and the various opportunities for developing them. The school, therefore, must conscientiously and definitely make provision in its curriculums\nfor accomplishing this result.\nDuring the past few years marked reorganization has been noted in\nsecondary schools throughout the United States. As a result of this ten-\n\ndency, decided changes are found in the purpose, content, and method of\nthe activities now provided both in industrial courses as a means of general\neducation and in classes for preliminary industrial training. It should be\n\nnoted that school preparation for industrial occupations should always be\nsupplemented by definite instruction on the job, if the best results are to\nbe had. The adolescent, or so-called \"self-finding,\" period seems to demand appreciative insight into a sufficient number and variety of representative experiences to help pupils explore, discover, and develop varying\namounts of capacity for achievement. Such tests for negative and positive\naccomplishments would preferably include both understanding and doing\nof industrial work, as well as some elements of management and supervision of similar situations.\n\nUnfortunately, the terminology for these different courses lacks general\nacceptance and universal adoption, consequently certain obvious confusion\nhas resulted because of the different designations used in various school\nsystems. However, those persons who are charged with the responsibility\nfor developing the separate courses for general educational purposes and\nfor certain limited values in wage-earning preparation, are well aware\nthat these new developments in the seventh, eighth, and ninth grades are\ngradually forcing the discontinuance of similar objectives and activities on\nthe high school level, where accepted junior high schools exist. In answer\nto the challenge, several senior high schools, aside from separate trade and\ntechnical schools, have arranged specific plans of part-time coöperation\nthrough vocational departments for those who expect to enter industrial\ncallings rather than colleges.\nOn the other hand, increasing numbers of teachers and administrators\nin large and small school systems are insisting that adolescent pupils need\nto \"explore,\" to gain knowledge of a reasonably wide range of industrial\nand allied activities. Their diversified courses often provide firsthand information and experience in important aspects of manufacture, transportation, and commerce as a general foundation and, to some extent, for guidance in their life work. In a recent report of the Committee of the National Society for the Study of Education, it is found that the activities\nprovided by 379 junior high schools have the following order of importance :\n\n"}
{"page": 954, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\nActivities provided.\n\n893\n\nJunior High Schools.\nNumber.\n\nPer cent.\n\nOffering vocational placement for part time and full time\nemployment\n\n286\n\nOffering specific vocational training courses and programs ..... 248\nAssisting individual pupils in choosing vocational possibilities .. 231\nSurveying local occupational opportunities and requrements .... 194\nTesting pupils' abilities and interests in various ways .........\n\n75.5\n\n73.4\n61\n51.3\n\n158\n\n41.6\n\n130\n\n34.4\n\nStudying results of occupational survey data and other reports\nof investigations\n\nActivities for which we have standardized tests or measures-The fol-\n\nlowing so-called types of ability may now be measured to some extent :\n\n(1) General intelligence, (2) mechanical aptitude, (3) general knowledge or information, (4) trade knowledge, and (5) skill .\nFor obvious reasons the trade knowledge and skill will not be discussed\n\nin this paper. In general intelligence and mechanical aptitude, it should\nbe recognized that we are attempting to measure something without being\nentirely clear as to its exact nature. Contrary to the reasoning of some\npersons, it does not necessarily follow that we should use and measure only\nthose things of which we have complete, or fairly complete understanding.\nIf this were true electricity, of which so little is known even today, would\nnot have been used and measured in the various forms which have become\n\nindispensable in everyday life. Of more concern in this discussion is the\nimportance of the particular ability or factor which the test in question is\nattempting to measure, as it matters little how well the test measures the\ndesignated quality if it is found to have comparatively little or no bearing\nupon the solution of the problem at hand.\nPossibilities of tests of intelligence-In attempting to measure what the\nlayman had come to call intelligence, Dr. Pintner, a well-known psychologist, tells us that he is measuring \"the ability to learn\"; the ability to profit\nby experience. It is now quite generally accepted in most psychological circles that intelligence is only a single factor entering into that complex thing\nwe call success. Dr. Edward Thorndike, of Columbia University, believes that there are three main types of native or innate intelligencenamely, intelligence for words and abstract ideas; motor intelligence, or\nskill with the use of the hands; and social intelligence, or the ability to\nget on well with one's fellows. These three types are all related but not\nnecessarily to a high degree. The second and also the third would be extremely desirable in many of the industrial callings.\nDr. Link, an authority on industrial tests and the psychologist in the\nUnited States Rubber Corporation, considers that a\"mental test is a device,\nsimilar to a measuring instrument in any of the sciences, by which certain\nmental activities can be accurately measured.\" Determination, persistence,\nreliability, ability to lead, and the like are qualities apart from innate intelligence which no one can ignore in the struggle for success. One possessing a high degree of intelligence may not use this capacity to secure\ncorresponding achievement, if he is handicapped by laziness, unsteadiness,\n\n"}
{"page": 955, "printed_page": null, "text": "894\n\nNATIONAL EDUCATION ASSOCIATION\n\nand willfulness. These qualities and characteristics are regarded as vari-\n\nable quantities; they may be cultivated as they are largely affected by the\nenvironment in which one is placed.\n\nIn brief, mental testing is important, in that it is helping to classify\npupils for instructional purposes upon a more efficient basis. It aids in\nselecting pupils and prescribing types of training programs which lead\nthem toward those life activities for which they are best fitted. As already\nindicated, other measures are needed because of the limitation in this or\n\nany other single measure. Mental testing was attempted in industrial\npursuits through examinations conducted in the United States Army and\nin industry during and since the war. In general, the results showed that\ngeneral relationships seem to exist between intelligence and occupations,\nindicating the futility of expecting to train workers and hold them in a\ngiven trade, unless their mental abilities are fairly well fitted to the task\nathand.\n\nThe use of mental measurement in education has pointed the way to\n\nbetter methods of coping with the problems of correct guidance for all\npupils. It has helped to define the significant factors which affect a pupil's\n\nprogress. It will isolate and precipitate for study, traits of character manifested by certain types of pupils. In this manner social maladjustments\nwhich frequently play havoc with human relationships may often be\nreached and even removed. However, the use of mental measurement in\nindustry continues to offer many puzzling problems and even some dis-\n\nconcerting results, which can be satisfactorily explained only by taking\ninto account all of the factors which affect human behavior.\n\nIn time these\n\nmay be satisfactorily analyzed, but at present our data is too meagre to\nthink of offering practical solutions. Without question one of the most\nobvious values of the mental or intelligence test at present is to show in a\ngeneral manner both the upper and lower \"safety limits\" in so-called intelligence by which a pupil may be guided into, or away from, a given\noccupation. Likewise in industry it should assist in determining if the\nperson in question has enough mental ability to succeed at his chosen occupation.\n\nPossibilities of special aptitude tests-Dr. Baker, clinical psychologist\nfor the Detroit Board of Education, makes the following significant statement about aptitude tests :\nAfter a period of feverish experimentation with intelligence tests as a cure-all\nfor educational ills, the scientific study of tests of special aptitudes was undertaken.\nWith its inception has been initiated a new series of tests which promises to be as\nfar-reaching and comprehensive as the application of standard tests within the\n\npast decade, and possibly as important as the development and use of intelligence\ntests in the past five years.\n\nAs you know, Dr. Stenquist has devised two forms of mechanical aptitude tests particularly suited to boys. Test I consists of six exercises with\nninety-five operations involved.\nIn pictorial forms are shown parts of\nbicycles, telephones, radio sets, autos, and a large variety of mechanical\n\n"}
{"page": 956, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n895\n\ndevices. These are presented in small parts in disarranged order, and the\nsubject is to indicate how the parts are related by matching the various\npairs of objects. For example, an auto tire pump labeled \"3\" is matched\nwith an auto tire labeled \"A.\" The \"3\" and \"A\" are matched together\nin the column provided at the right of the page. This test has a work\nlimit of forty-five minutes. \"T\" scores and percentile norms are provided\nfor ages 10 to 15, inclusive, for both tests I and II. Test I is well adapted\nto pupils of limited mental ability or even to cases of language difficulty,\nas well as to normal American children, since it is pictorial and constructed\nupon simple principles.\nTest II consists of three exercises.\n\nExercises I is similar to Test I.\n\nExercises 2 and 3 consist of complete mechanical units, such as an electric\ndoor bell and a job crane. The various parts of these units are labeled\nwith letters and the subject is required to answer written questions about\nthe various functions of the different parts of the unit, such as, \"What\npart is the electro-magnet?\" Reading is necessary although the terms and\nvocabulary are as simple as possible. The author reports a correlation of\nr = .84 between scores and shop and science teachers' estimates of general\nmechanical aptitude. Performance on the tests is not affected very greatly\nby shop experience, since general aptitude for mechanics has stimulated an\ninterest in mechanical devices which reaches far beyond the work bench\nin the schoolroom. The author has reported further that there is little\nor no correlation between scores on the aptitude tests and scores on intelligence tests.\n\nThis makes the test more valuable for measuring this other thing which\nDr. Stenquist has seen fit to call mechanical aptitude. These tests are an\noutgrowth of the author's experience in developing the well-known mechanical construction tests which are likewise useful but necessarily expensive.\nIn summary, it may be said that all of his tests are well planned for their\nintended use, and that the process of standardization is most commendable.\nFrom all reports, they are filling a long-felt need as far as the testing of\nthe situations represented is concerned. Time does not permit us to note\nsimilar efforts in related fields .\n\nPossibilities of general information tests-The general information tests\nwhich are not so well standardized, are too numerous to mention at this\ntime. Perhaps for our purpose it will suffice to refer to only one of these ;\nnamely the Partrick Industrial Arts Tests. The one which has been used\n\nmost in Mr. Partrick's attempt at standardization is the so-called Diversified Activities Test. This consists of one hundred questions which\nhave been selected for testing of boys in grades seven to nine as to their\ngeneral information about wood work, concrete work, electricity, printing,\nand the like.\n\n"}
{"page": 957, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n896\n\nSamples of the Questions Are as Follows :\n1. Radius refers to :\n\n(1) square\n(2) circle\n\n(3) cube\n(4) rectangle\n\n26. The hardest wood among the following is :\n\n(1) oak\n(2) chestnut\n\n(3) cypress\n(4) basswood\n\n59. A flux is used in :\n\n(1) soldering tin\n(2) squaring lumber\n\n(3) mixing concrete\n(4) plastering walls\n\n77. Pica is now known as :\n\n(1) 6 point\n(2) 30 point\n\n(3) 12 point\n(4) 4 point\n\n83. Stocks and dies are used for\n\n(1) measuring lumber\n(2) staining wood\n\n(3) cutting threads\n(4) soldering tin\n\nIn a recent study, Mr. Partrick attempted to determine whether boys\nhaving high intelligence quotients are in possession of more industrial information than boys of low intelligence quotients who are in the same\ngrade or of the same age. 167 cases and 168 cases were used respectively,\nfor the age and grade studies.\nThe results indicated that in each case the average score made in the\nIndustrial Arts Test is lower in the same grade or for the same age by\nthe city boys with low I. Q.s than that of the city boys with high I. Q.s.\nAs this is a group study, it does not follow that all city boys with low\nI. Q.s are low in the amount of industrial information possessed. The\nstudy only indicates the tendency in terms of the average. If Mr. Partrick's conclusions are correct, we are not justified in expecting boys with\nlow I. Q.s as a group, to profit more in the industrial arts work than\nboys with high I. Q.s, at least in so far as this industrial information is\nconcerned.\n\nThe general information tests are still being developed and refined for\n\nuse in industrial arts and related courses. They not only assist in testing\nthe information which pupils acquire in these courses but are also used in\nsome secondary schools to ascertain what knowledge is possessed before as\nwell as after the related information is imparted.\nPromise of prediction or prognosis tests-A recent contribution on tests\nof special aptitudes in a closely related field has been made by Dr. Toops,\nof Ohio State University. The tests are divided under three heads:\n(1) ability with ideas, the I. E. R. Arithmetic-Reading Test or any standard test of general intelligence; (2) ability with things, the Stenquist\n\nAssembly Tests for boys and the I. E. R. Assembly Tests for girls ; (3)\nability with clerical items and procedures, (a) higher level, the I. E. R.\nGeneral Clerical Test, C-1, (b) lower level, the I. E. R. Test C. 2.\n\nIn\n\n.\n\n"}
{"page": 958, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n897\n\nhis introduction the Author says : \"One of the greatest services of vocational guidance to children from thirteen to sixteen, is to direct away from\ncommercial high schools, business colleges, and office work, those who have\nlittle or no chance of usefulness and happiness there. It will be much\nsafer to do this by means of the clerical tests than on the basis of an in-\n\ntelligence test alone.\" The extent to which correlations and other statistical devices were brought to bear upon the test results show how\nthoroughly Toops has attempted to isolate and evaluate single factors,\n\nwhich speaks highly for the importance of his investigation.\nDr. Thurston, of the University of Chicago, has also devised tests\nwhereby he is able to chart a profile of one's aptitudes. He claims to be able\nto determine the relative ability or capacity of a boy in a division of engineering for example. His profile chart which is made available to high\nschool pupils at a cost of $25, includes things which it is found the boy\nis likely to do best, things in which he is mediocre, and things in which his\naptitudes and abilities are negligible or not very pronounced. The question might well be asked as to whether or not Prof. Thurston is justified\nin commercializing this particular phase of aptitude testing, especially by\nmeans of the correspondence method at a time when these data are quite\n\nmeagre and decidedly experimental.\nDr. Hull, of the University of Wisconsin, is now dealing almost entirely\nwith predictions by means of regression equations. He believes that the\nrefinement of these equations is the only reliable way by which predictions\nor forecasts can be made. These equations merely give the weighted scores\nin batteries of selected tests, for the purpose of determining the ability or\naptitude of the child in the subject in question. For example, there may be\na battery of tests to predict ability in shorthand, another battery of tests to\npredict the ability in typewriting, still another to predict the ability in\ndivisions of industrial arts, free-hand drawing, and the like. In short, he\nbelieves that a battery of tests may be devised to predict the ability and the\ndegree of ability in each subject or vocation. For example, Mr. Limp, who\nis associated in this work, has worked out the regression equation for a\nbattery of five tests for shorthand and typewriting. With this battery,\npredictions have been made with approximately 95 per cent accuracy for\nsome 300 students that is, the error of prediction was about 5 per cent.\nThe value of such an equation is thought to be that it can tell beforehand\nwhich students are likely to fail in the course, if taken, which students will\n\ndo fair in the course, which students will make a high grade in the course,\nand which students are especially fitted for this work.\nAfter following through such detailed studies in these related fields of\n\npractical arts one can scarcely be otherwise than optimistic that the possibilities of trustworthy prognosis are gradually being realized. In fact, even\nthe most skeptical person must admit that the day of their realization now\npromises to be much closer at hand than even the most enthusiastic person\ncould have hoped for or believed possible a few years ago. However, much\nis yet to be done before these tests can serve our present needs.\n\n"}
{"page": 959, "printed_page": null, "text": "898\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn conclusion, I wish to point out the urgent need for careful study and\nbetter evaluation of the testing materials in each of the divisions to which\nI have referred.\n\nEach one of us should take a scientific attitude towards\n\nthose tests which are based upon analysis and experimentation, in order that\nmore suitable tests may be encouraged and that the less desirable ones may\nbe discontinued. At present we need better as well as more tests.\n\nTHE RELATION OF MEASUREMENT TO VOCATIONAL\nEDUCATION IN AGRICULTURE\nCHARLES EVERETT MYERS, STATE COLLEGE , PENNSYLVANIA\n\nAgricultural education workers have been measuring from the beginning.\nThe Federal authorities say that the State of X is putting over a wonderful\nprogram of vocational education in agriculture; the State Director says\nhis agricultural supervisor knows his business and is most efficient; and in\nturn the various teachers are informally rated and individual students are\ngraded. States are measured according to the number of dollars spent,\nthe number of teachers employed, the number of students enrolled, and\nthe project returns per dollar expended for teachers' salaries. The question at stake is not measurement but what kind of measurement?\n\nShall a\n\nmeasurement which gives a different result for each individual-the same\nthing being rated good by one and poor by another-continue to dominate,\nor shall a series of measuring instruments be developed whereby any one\nthing will always be given approximately the same value regardless of who\nuses the measuring instrument ?\n\nShall Texas, Illinois, and Ohio be compared with Rhode Island, Delaware, and New Jersey on the basis of dollars or the number of teachers ?\nShall we have misleading measurement or valid measurement; measurements, the result of which depends upon the subjective judgment of an\nindividual, or measurement giving constant results according to an established objective standard ?\nObjective measurement always depends upon an instrument to give constant results. Any number of persons who have developed skill in using\nthe instrument will all get approximately the same result. Absolutely the\nsame result is seldom attained except in certain limited fields of mathematics.\n\nThe foot rule is a measuring instrument of high objectivity but not one\nhousewife out of fifty can measure a window accurately enough for a\nglazier to rely upon her measurement. Most persons can guess an opening which requires an 8 by 12 pane of glass within two or three inches of\nits actual size. The rule will reduce the zone of subjective judgment from\ntwo to three inches to one inch or less, while for a glazier the zone of\nsubjective judgment is not more than one-sixteenth of an inch and that\nafter he has made a standard allowance, the standard allowance being\ntechnical trade knowledge. But a mistake of one sixty-fourth of an inch\n\n"}
{"page": 960, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n899\n\nwithout the proper allowance may double the cost of repairing the window.\nHence, objective measurement is a relative term and implies that the zone\n\nof subjective judgment is reduced to a certain minimum for persons qualified\nto use the measuring instrument.\n\nAgricultural education will become a science and an established profession to the extent that it develops and uses valid and reliable measuring\n\ninstruments. Agricultural education cannot justify itself, even to continue\nits present status, unless it can show objectively what it is, how much of\nit is being done, how well it is done, and whether it is worth what it costs.\nTo justify adequate expansion to turn out 325,000 farm operators each\nyear and call for an expenditure of from $100,000,000 to $200,000,000\nannually, it will be necessary to go a step further and show that the\nprocesses by which agricultural education is disseminated are known and\ncan be controlled. The determination of these processes calls for controlled experimentation which, in turn, is dependent upon measuring instruments.\n\nFrom the point of view of science there is little of the present professional\n\nagricultural education program that can be justified. The professional\naspects of agricultural education are at present supported by a certain\nphilosophy and by certain educational theories. In these respects agricultural education is not lonesome by any means, but with its special financial support, favorable organization, and its peculiarly objective nature, it\nshould be expected to make rapid strides toward a scientific profession.\nThe foundation stone for sound measurement and the scientific develop-\n\nment of agricultural education is the demands of the farm. There is a\nvast amount of scientific, semi-scientific, and traditionally established data\non this level which are available. Vocational education in agriculture can\n\nbegin here. Accept the conclusions and findings of the agricultural colleges\nand experiment stations as a working base upon which to build a scientific\nand professional program for agricultural education. The emphasis upon\nFederal, State, and local organization and administration, which has characterized the past six years, should give way to emphasis upon : \"Who are\nreceiving training ?\" What happens to those who are trained ?\" \"What\ndoes the teacher do ?\" \"Just how does he do it?\" \"What happens as a\nresult of each phase of his work ?\" \"What does the teacher-trainer, State\nsupervisor, etc., do and what happens as a result of each phase of their\nwork ? \" As soon as results are objectively measured, practices can be\nchanged and progress controlled.\nGranted that the general development in agricultural education in the\npast has been according to a high grade educational philosophy and controlled by men with the best intentions ; from the point of view of science,\nagricultural education has not made commendable progress. The men in\ncontrol have (of necessity ) been good politicians and naturally have been\nmore inclined to philosophize on the basis of traditional experience and to\ndo the popular thing which was apparently sure of success, rather than to\nexperiment and search for valid measures of efficiency. In fact, scien\n\n"}
{"page": 961, "printed_page": null, "text": "900\n\nNATIONAL EDUCATION ASSOCIATION\n\ntifically controlled experimentation has been almost completely neglected\nand objective measurement has been actively discouraged by some prominent workers. The argument against objective measurement of results\ntakes the form of a contention that the work is too young and hence a complete measure is not possible. The contention is every whit as reasonable\nas the action of a house builder who will not permit a rule, square, level,\nor plumb on the job until the house is complete. As a result, agricultural\neducation as a science finds itself in about the same condition in which it\n\nbegan six years ago with this one important exception : There are several\nthousand more broadly educated men with rich agricultural teaching experiences and a widespread realization of the need and necessity for measuring instruments.\nThe writer knows of about 25 capable men who are earnestly working\nto develop measuring instruments. A number of these widely scattered\nover the country have been surprised to find that they were not lone pioneers\nin the field of developing standard tests of agricultural information. So\nfar as the writer knows, three tests of agricultural information have been\npublished : Poultry by Arthur D. Wilson, of Pennsylvania, Vegetable\nGardening by C. E. Cronemeyer, of New Jersey, and Dairying by Sherman Dickinson, of Missouri. There are probably over a dozen information tests in mimeographed form. No less than 15 experienced teachers\nare working upon a wide range of agricultural tests which they are publishing through a partnership under the title of National Agricultural\nTests. The Poultry and Vegetable Gardening Tests mentioned above are\nthe first of the National Agricultural Tests to be published. Farm Crops,\nFarm Management, Dairying, and Farm Practice for Diversified Farming are in mimeographed form. Tests or scales for farm skills, teaching\nefficiency, teacher-training, and a State program for agricultural education\nare well under way, while tests for guidance and teaching devices are much\nalive problems .\n\nIt is only a short time until a fairly complete battery of measuring instruments will be available to agricultural workers, but it will take several\nvears of use to refine, scale, and standardize them .\n\nThe question which is causing the writer more concern than the preparation of valid and reliable measuring instruments is : How thorough a job\nof measuring will the leaders in agricultural education support ? With\nusable information tests here, and with a test of supervised farm practice\n(including the project) in sight, a practical measure of teaching efficiency\ncan be had. Will a litmus test tax the patience of supervisors, or will they\nuse a complete quantitative analysis ? Either can be had for the asking.\nA carpenter probably ses about one fifth of his time to measure his work-\n\nwill the agricultura teacher use 1/100 part of his time and the State\nsupervisor 1/10 part of his time to measure results ? The writer would\nsay that all the time that is necessary must eventually be given to measurement; but agricultural education may continue to exist in the realm of\ntradition, personal opinion, and philosophy for a few years before driven\n\n"}
{"page": 962, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n901\n\nto that necessity. If agricultural education will not take up objective\nmeasurement until forced to do so, it may lose much of the ground it has\noccupied in making the adjustment. Beginning now and working overtime, there is reason to hope that the handicap which inaction during the\npast has imposed upon the present may be overcome..\nAs soon as States will support professional salary schedules based upon\nmeasured quantity and quality of vocational teaching service rendered,\nthey can reduce the present expenditures for teacher-training by $500,000\n\nannually or else train five times as many men for the same money and\nincrease efficiency at the same time. It would be preposterous to think\nof expanding agricultural education on the present basis to make it univer-\n\nsal. It would require over $500,000,000 annually, or half the Nation's\npresent budget for all education.\n\nIt is true that there are other factors determining the development of\nagricultural education as a science and as a profession than the money,\nauthority, and technical knowledge at the command of persons in control .\nPublic opinion, provincialism, tradition, and the limitations of the general\nschool system are all influential factors. In many respects agricultural education has set the pace for general education and has far outstripped current practice in the training of teachers and the use of well established\nprinciples of psychology in teaching such as are suggested by the terms :\nhome project, supervised study, socialized recitation, etc.\nStandards and regulations backed by personal opinion and untested\ntheory were necessary in the beginning as emergency measures . It is neces-\n\nsary now to check up and take an accounting. Emergency plans and rulings need to be scrutinized and put to test, even if they have been the most\ncaptivating and the most precocious of children. The feeble minded at\ntwelve years of age might have been the most promising of babies. The\npromoter of the future will need to seek the findings of science and put\nthem to work. School men and the public will need to accept the findings\nof educational science as they do the statements of astronomers that the\nmoon will eclipse the sun at a definite time, or as they do the recommendations of engineers that a certain bridge must be built according to definite\n\nspecifications . A failure to do so will mean continued political domination\nand slow, expensive progress .\nThe most pressing problem limiting the development of agricultural education is that of securing and applying scientific information. Such information can be obtained only through controlled objective measurement. The\nwidespread interest in measuring instruments now in its infancy is developing the tools which will make it possible to develop an effective and economic program to give all beginning farmers vocational training.\n\n"}
{"page": 963, "printed_page": null, "text": "902\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE USE OF MEASUREMENTS AND OBJECTIVE TESTS IN\nHOME ECONOMICS\nEMMA CONLEY, STATE SUPERVISOR OF HOME ECONOMICS\nALBANY, NEW YORK\n\nThe great weakness in home economics education is that no concerted\neffort has been made to standardize and differentiate instructional material\n\nfor pupils in grades, junior high schools, and senior high schools, and little\nhas been done to check effectiveness of instruction and to suit the material\n\nto the mental age and educational ability of the pupils. The charge is too\nfrequently made that practically the same lessons are repeated in every year\nof the work. This may be due to poverty of subject-matter or to lack of\nknowledge of what is given in previous years. A study of examination\nquestions formulated for various courses shows that the teacher does not\n\nhold the pupils to definite knowledge of a specific subject, but the favorite\nform of question seems to be \"Discuss the composition, production, and\nnutritive value, \" or \" Describe the manufacture of cotton cloth,\" or \" Name\n\nthree materials suitable for a wool dress.\" These are poor questions because each student could answer the question in a different way and the\nmark given would depend on the subjective judgment of the teacher.\nQuestions so vague or so general cannot check effectiveness of instruction.\nThe same thing may be said concerning instruction in the continuation\nschool.\n\nPupils between the ages of 14 and 18 enter the part-time or continuation school from any grade from sixth to senior high school. Instruction,\nbased on the course of study, is the same for all students entering the firstyear class, regardless of school age, or individual needs. Instruction planned in this way may be a repetition of the distasteful work which the pupil\nleft school to escape; it may be more advanced than the pupil can under-\n\ntake with profit ; it may be so elementary that it arouses no interest.\nBefore the work of the part-time or continuation school can be planned\n\nto meet the needs of any boy or girl, it is necessary to determine what he\nor she already knows. According to modern educational procedure this\ncan be determined only by accurate testing of students. This will include\nthe giving of the Terman, Haggerty, or some other intelligence test, and\nsuch achievement tests as Curtis arithmetic tests, Lewis English composition\n\ntests, Ayres spelling tests, or others equally good. Excellent scientific\ninformation tests and tests for skill in home economics subjects have been\nworked out for homemaking classes in Teachers College, Columbia University and in the University of Chicago, in Illinois, Indiana, Iowa, Minnesota, and New York. Both intelligence and educational tests are needed\nfor proper classification. Intelligence tests measure the native ability of\nthe pupil and indicate what rate of progress we may expect from him ;\nachievement or educational tests show the school age of the pupil and serve\nto indicate in what class or group the pupil would derive the greatest benefit\nfrom class instruction.\n\n"}
{"page": 964, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n903\n\nFor example, instead of giving all girls who enter junior high school the\nsame elementary sewing problem, usually the making of a simple apron,\nwhy not find out first what the girl already knows about sewing. It is\nbarely possible she needs no sewing instruction, she may be ready for advanced dressmaking work, or she may not know how to hold a needle or\nuse a thimble. Standardized tests would show what processes the pupil\nhas mastered, what skill she has acquired, and what speed she has attained.\nHer first clothing problem would then be planned so that she may use what\nknowledge and skill she already has to guide her in solving a problem\nwhich requires additional skill and knowledge.\nAt least two of the objective tests in home economics which are obtainable may be used as intelligence tests, rather than as educational tests, because they test the interests, abilities, and aptitudes of girls rather than an\norganized body of subject-matter. These tests are especially valuable in\nshowing what information and knowledge girls of a certain age acquire\noutside of the regular channels of class instruction and they show what\ninstructional material may be omitted and what should be stressed in class\nwork.\n\nObjective tests in home economics serve as a basis for the classification\nof students after tests have been given. They serve as a means of testing\n\nthe effectiveness of instruction and of measuring progress; they also serve\nas a means of standardizing instruction and re-evaluating courses and of\ndetermining the educational value of what is sometimes considered essential\n\nin developing subject-matter.\nShort Completion, Right and Wrong, or Alternate Choice tests should\nbe used when a unit of instruction is completed, so that a teacher may know\nwhether she has attained her objective and whether minimum essentials\nhave been mastered. Such tests may be given in five or ten minutes while\nthe old type of essay test would take an entire class period and no definite\nstandard of attainment can be measured by an essay or a subjective test.\nThe use of objective tests in home economics has furnished many surprises to interested teachers.\n\nIt leads to an entire re-evaluation and re-\n\norganization of courses of study. Teachers are finding that courses may\nbe condensed and elaborated in unexpected places because they are finding\nout what students learn at home, through their associates, through their\nreadings, and through other school subjects and they are also finding that\nmany things not formerly stressed must be considered important material\nfor class instruction.\n\nSeveral instances could be given to show how courses of study were\nrevised as a result of giving the same home economics tests in seventh,\neighth, ninth, and tenth grades and determining grade medians. The same\n\nresults have also been attained in reading, arithmetic, and other school\nsubjects.\nIt opens the question, which cannot be discussed here, as to whether\n\ngroup and individual instruction must supplement or supplant class instruction if we are to teach the pupil and not a course of study.\n\n"}
{"page": 965, "printed_page": null, "text": "904\n\nNATIONAL EDUCATION ASSOCIATION\n\nSeveral types or forms of objective tests have been found valuable in\ntesting home economics instruction. The easiest to prepare is the one\nwhich has been called True-false : Right-wrong; or Yes-no. The state-\n\nment is formulated and the pupil is asked to state by writing the word\nyes or no or checking whether the statement is right or wrong. Some\nwriters prefer the statement in form, so that it may be answered by yes or\nno because they do not like to place an incorrect statement before a pupil.\nThis precaution need not be taken with high school or college students and\nthe form of test is valuable because it requires thought on the part of the\nstudent to come to the right decision. It is sometimes said that some\nobjective tests test the memory rather than the reason.\n\nAll right-wrong, yes-no, false-true tests are scored by subtracting the\nnumber of wrong answers from the number of right answers. This\nis to minimize the chances of rewarding good guesses.\nA second form is what is called the alternate choice.\n\nA statement is\n\nmade and several answers are given, only one of which is correct. The\nmultiple answer is similar to the alternate choice except that two or more\nanswers must be selected from the group of possible answers .\n\nBoth of\n\nthese forms are well suited for home economics tests and are rated as\n\nthought-provoking questions rather than memory questions.\nA third form is the completion test. A sentence or statement is formulated and some of the \"key\" or important adjectives or nouns are left\nout.\nThe student is required to supply the missing words. Care must\nbe exercised in writing this type of test or the teacher accumulates a vast\nstore of information regarding synonyms, and possible answers which may\ncomplete a statement. The following is a sample: The best oranges are\nthose that are\nin texture. The missing word was supplied by\nseventh grade pupils as fine, firm, smooth, and even. It is difficult to\nformulate a key for scoring a completion test unless it is used as a memory\ntest or unless the statements are very carefully prepared.\nIn scoring the alternate choice test, naturally each question will score\none when correctly answered. The score is determined by subtracting\nthe number wrong from the total number of questions. In scoring the\nmultiple answer test, each part counts one, so that a question containing\nfive parts would score five. The score is determined by counting the\nnumber of parts to each question and totaling them. Subtract the number of errors from the total score .\n\nIn scoring the completion test count the number of blank spaces, subtract the number of errors from the total number of blank spaces.\n\nScor-\n\ning is the easiest part of the objective test type of examination.\nMany teachers find difficulty in determining the grade average and in\ntranslating test scores to school marks. To find the class median or average, arrange all scored papers in order with the highest grade first. Place\nscores in a column and find the score which is equal distance from the top\nand bottom of the list.\n\nclass .\n\nThe middle score is called the median for the\n\nIf school marks are recorded as A. B. C. D. E., the middle score\n\n"}
{"page": 966, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n905\n\nwould grade as C. and it is easy for the teacher to arrange the scores, so\nthat they will correspond in value with A. B. D. and E. grades .\n\nTests should not be too easy or too difficult. They should be arranged\nin order of difficulty, the easiest first. No pupil should grade zero and\nnone should attain the highest score possible.\n\nAfter the test has been\n\ngiven, all papers should be collected and never returned to the pupil. A\nteacher should study the questions missed to determine whether each question is poorly expressed, faulty in construction, or whether it was missed\nbecause of learning difficulties. Most teachers are greatly concerned because pupils do not score high in objective tests. A test in which high\nscores are made is a poor test, as it is unnecessary to test what one is sure\nstudents already know.\n\nAll teachers should study the objective tests which can be obtained, not\nfor the purpose of giving those tests to their students, but to learn how\ntests are constructed .\n\nThose tests which serve as intelligence tests are best to purchase if one\ndesires to give those already prepared. Tests used as examinations must\nbe based on the course of study or on the subject-matter covered during\nthe semester or year, and until courses of study are more nearly standardized it will be necessary for each teacher or supervisor to construct her\nown tests. This is an argument for standardization of home economics\ncourses, because a formulation of standardized objective tests is the first\nstep which must be taken to place home economics on the same plane with\nother subjects where attainments can be measured.\n\nWhen this is done it will be possible for colleges to recognize certain\nhigh school courses in home economics as equivalent in educational value\nto other courses required for college entrance.\n\nOBJECTIVES IN INDUSTRIAL EDUCATION\nM. M. PROFFITT , SPECIALIST IN INDUSTRIAL EDUCATION , UNITED STATES\nBUREAU OF EDUCATION , WASHINGTON , D. C.\n\nIndustrial education, as I shall use the term in connection with this dis-\n\ncussion, is to be interpreted in a broad way and is meant to include all\nthose courses offered in industrial schools and classes for the purpose of\ngiving training in manipulative processes and the acquisition of trade and\ntechnical knowledge, similar in kind to that required for performing production, service, and technical jobs in the trades and industries. This\ndefinition of industrial education courses is meant to include not only trade\n\neducation courses but also such courses as may be designated under the head\nof manual arts courses, sometimes classified as industrial or mechanical arts\n\ncourses, provided the content of training for all such courses is based upon\nmanipulative processes and technical information drawn from the trades\nand industries and given for the purpose of developing skill and trade and\n\n"}
{"page": 967, "printed_page": null, "text": "906\n\nNATIONAL EDUCATION ASSOCIATION\n\ntechnical knowledge. I am, therefore, not dealing in this paper with any\ntypes of industrial or manual training courses that may be given purely\nas courses in general education.\nThe theory underlying this conception of industrial training is to the\neffect that there is some activity of life having to do with the production\nor use of some trade product or service, for which there is a social need and\n\na consequent demand and for which some individual can be trained by one\nwho already knows how to do the job. I make, intentionally, the qualifying statement that the activity of life for which the training is given must\nhave to do with the manipulative processes and trade knowledge, involving\nthe use of trade skill and experience. This thought is in line with the\nmodern theory of scientific curriculum-making.\nThe objectives to be set up for these industrial education courses are\nbest defined on the basis of function.\n\nWhat contribution does the train-\n\ning offered in one of these courses make toward qualifying one to perform\nany of his life activities that require, on some level, trade skill and knowledge for its performance, is the first question to be raised in determining\nwhat courses shall be offered and to whom they shall be offered. We must\nascertain in a definite way the use to which such training is to be put when\nthe course is completed. Is the course to prepare the student for production in a particular line of trade work, or is it for the purpose of preparing\nhim to perform the necessary trade and technical jobs encountered in the\nintelligent and efficient use of such products ? In short, is the course to be\ngiven from the standpoint of the learner becoming a producer or from the\nstandpoint of his becoming a consumer of the trade product or industrial\nservice ?\n\nAt this point a criticism may be raised to the effect that it is not always\npossible to know whether a student should take industrial work given from\nthe viewpoint of his becoming a producer or whether he should take a\ncourse given from the viewpoint of his becoming a user, for the reason\nthat it is not known whether or not the student will become a producer or\nuser, or whether he will become either. My answer to such a criticism\nwould be that it is a dangerous proposition to set up two objectives for the\nsame course, each to be considered of equal importance and to receive equal\nemphasis . Too frequently in such situations we fail to accomplish either\nsufficiently well for it to function as fully as it should in connection with\nlife activities. If a flock of wild ducks rise before my gun, I may desire\nto bring down two fowls, but the experienced and successful hunter will\nfirst make sure that his gun is aimed true for one and hope that another\nfowl may come within the range of the shots. The best the hunter can do\nis to select for his definite aim one fowl that is in near proximity with\nanother one. So it is with these objectives for training in industrial education. We must conceive of them as being either for training for production purposes or for training in use, and admit students to them with regard\n\nto the objective set. up. Again, I am excepting any industrial education\ncourses given for purely general education purposes. For those students\n\n"}
{"page": 968, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n907\n\nwho desire some industrial training, but do not know whether they will\nbecome industrial workers or not, there must be made, as is done in many\ninstances in life, a chance decision. If the decision proves correct, well and\ngood; if it does not, we can only hope that some worthwhile life activities\nthat the student will perform have come within the range of the course.\nSo far we have viewed industrial education as offering training either for\nthe purpose of producing or for the purpose of using industrial products or\nservice. If the purpose of an industrial course is to give training in some\nspecific trade for the purpose of preparing the individual to enter advantageously upon profitable employment in the industry, and upon the par-\n\nticular occupational level of the trade-training given, the objective is vocational. If the purpose of the industrial course is to give training in trade\nmanipulative processes and trade knowledge needed for the efficient use of\nan industrial product or service the objective is non-vocational.\nIn addition to the strictly vocational type of course whose objective was\ndefined above there is another type of course, also given from the viewpoint\nof offering training in the production rather than in the use of a trade\nproduct or service, which is for the purpose of offering some training experience to pupils who are either too immature to carry on specific trade\ntraining at an occupational level or who have not as yet arrived at a decision\nrelative to a life occupation. Because the pupils taking such courses may\nlater take up some specific trade training course, they may be considered\nas pre-vocational courses and the objective thought of as the pre-vocational\nobjective in industrial education. Courses with such an objective are for\nthe purpose of giving preliminary or propaedeutic training in some particular line of trade or technical work, or for giving some training experience in a variety of industrial work, such training in each instance to be\ncharacteristic of a particular trade.\n\nIn the first instance the experience\n\nacquired is for the purpose of giving elementary, fundamental training as\n\na basis for later vocational training. In the second case, where a variety )\nof work is to be offered, the major objective is trade finding through exploratory work, such as is found in the general shop.\nThe field work covered by the first objective-namely, the vocational\none, is now quite well defined and many specific courses, having for their\nsingle and unqualified objective training in a specific trade for entry upon\nemployment, are now universally offered. It is the objective forming the\nbasis for vocational courses reimbursable under the Smith-Hughes Act and\nadministered by the Federal Board for Vocational Education.\nWith regard to the objectives for industrial courses other than those of\nthe strictly vocational type, much confusion exists and it is with these that\nI desire to be critical. There is a great need for clarification of aims .\nSome good clear thinking is demanded. I am doubtful if clear thinking\nalone will be sufficient to solve the problems involved. In some instances\nthere probably will be needed some scientific research work to determine\n\njust what does or does not function sufficiently in life's activities to warrant\nits inclusion or exclusion in an industrial course .\n\nFor example, how are\n\n"}
{"page": 969, "printed_page": null, "text": "908\n\nNATIONAL EDUCATION ASSOCIATION\n\nwe going to determine what should be included in a home-mechanics\n\ncourse? If such a course is to be of real use to the individual in helping\nto make necessary adjustments to his home environments, it is essential that\nthe course include those things which the individual will be called upon to\nperform. What these definite activities are have not been determined.\nMoreover, there have been developed no definite methods and technique for\n\nattacking the problem. There is the same general lack of knowledge with\nreference to specific objective and content material for courses that are to\nbe set up for users of mechanical products and service. What is to be included in a course for car owners, for individuals who drive their own\nmachines, is an important problem for those who are trying to develop\nindustrial courses that will function in the non-vocational activities.\n\nThe\n\nsame questions might be raised with reference to many other industrial\ncourses, such as woodturning, forging, and printing. Some studies must\nbe made in a scientific manner before such questions can be satisfactorily\n\nsettled. Their solutions will certainly come through the development of\nways and means for determining the specific activities in life that can be\nefficiently and economically trained for in a formal course of study.\nAmoment ago I said that a great deal of confusion exists with reference\n\nto objectives for courses other than the strictly trade ones. Let me cite\nyou a few illustrations : Mr. Lynn E. Stockwell, of the University of\nMinnesota, has done some research work, reported in the current number\nof Industrial Arts Magazine, with reference to the aims for industrial arts\n\ncourses in the junior high school. A canvass of the writings of experts in\nthe junior high school field shows that the most commonly accepted objectives ranked in order of their popularity by these experts are as follows :\nFirst, for the purpose of giving general training, which \"means the\ntraining for general educational purposes. This aim deals with, not the\ntraining of skilled workers but with the general training of the boys to\nincrease their outlook and broaden their development.\" Truly such an\nobjective would not be for vocational industrial education. However, I\ndoubt if the most commonly accepted objective for the industrial arts\ncourses in the junior high school should be for general educational purposes. There certainly should be some course whose first and major\nobjective is to give preliminary training for later specific vocational work\nand courses for vocational guidance-trade-finding courses, if you please ;\n\npossibly some of the non-vocational type including certain levels of homemechanics courses and courses for consumers or users of products and\nservice requiring some trade skill and knowledge for their efficient use.\nThe second most commonly accepted objective is listed as vocational\ntraining for a specific vocation. An explanatory statement is made to the\neffect that the \"need for more practical training is being recognized.\"\nSurely we will all agree that there is need for more practical work in the\njunior high school, but I would raise a question, owing to the immaturity\nof the student, of carrying on much specific vocational training in the\n\njunior high school. The fact that the objective as vocational training\n\n"}
{"page": 970, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n909\n\nranks second as to general acceptance by this group of experts seems to me\nto bear out the statement that there exists much confusion as to these ob-\n\njectives. Especially does this seem to be true when we consider the first\nobjective, the one most commonly stated, was that of general training for\ngeneral education purposes. From that as first choice we are jumped clear\n\nover to the other extreme-namely, objectives of specific vocational training\nfor second choice. No middle ground, no objective closely related to first\nchoice, is acceptable for second choice.\n\nThe third most commonly accepted objective is summed up in the word \\\nexploratory, which gives opportunity \"to try out several lines of work.\"\nThis certainly is a commendable objective for junior high school work.\nWhile it is realized that but few of the many vocations can be represented\nin tryout courses, some first-hand direct experience in manipulative\nprocesses as applied to the most commonly used materials and equipment\nin industrial plants seems desirable. I refer to such materials as iron,\nsteel, wood, concrete, and to such equipment as electrical and mechanical ,\nthe use of which the boy may have some opportunity to learn.\nThe fourth most commonly accepted objective is that for preliminary\nvocational training. \" This means the preliminary work leading up to the\nspecific vocation the boy has in mind.\" Certainly we will all agree that\nthis is a definite aim to be served by the junior high school and a most\nworthy one at that.\n\nThe fifth objective is given as industrial information. \"This means\nteaching the industrial subjects for the informational values and not for the\nskills which could be derived from the work.\"\n\nI see no reason for\n\nneglecting the development of skill in connection with industrial courses\nthat give trade knowledge and industrial information in any particular line\nof manual work.\n\nThe sixth aim is given as physical development. The physical education department has this as its major objective. I would question the\nadvisability of setting this up as the major aim for any industrial course.\nEven if an industrial course could effectively accomplish this aim, which\nis doubtful, there are other departments whose work is more specifically\nalong this line .\n\nThe seventh objective is the development of appreciation for manual\nlabor. Such an aim is worthwhile but probably not a major objective for\nan industrial education course.\n\nThe attainment of this aim would come\n\nas an accompaniment along with the training given for the purpose of furnishing experience in the doing of the tasks.\nThe aim falling in the position of eighth choice is recreation, or hobby .\nTraining for leisure-time occupations or avocations is of growing im-\n\nportance, especially with the shortening hours of labor. Tasks requiring\n4\n\nspecific forms of skill and trade knowledge are frequently performed during\none's leisure time.\n\nThe ninth aim is relaxation .\n\n\" Manual training is a reaction from the\n\n"}
{"page": 971, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n910\n\noveremphasis upon book work.\"\n\nThis, again, I would assume as not a\n\nsufficient objective for manual courses in the junior high school.\n\nMr. Stockwell has reported in the same article the results of a questionnaire with reference to objectives for manual arts in the junior high school,\nsent to 166 teachers of this subject in various schools throughout the United\n\nStates. The objectives as selected by the teachers, listed in order of\ngreatest frequency, are :\n1. General training\n2. Industrial information\n\n3. Appreciation of manual labor\n4. Exploratory\n5. Preliminary vocational training\n6. Vocational training\n\nThree others, physical development, training for recreation or hobby,\nand relaxation, are listed, but the writer says they were chosen by so few\nteachers as not to be significant.\nOn the face of the returns it looks as though the teachers have done a\nbetter job of it than have the specialists. They have at least put their\n\nextremes in their relative positions. The extreme objective, that for\nmerely general training, is in position of greatest choice, and the other\n\nextreme objective, that of vocational training, is placed in position of least\nchoice. They have recognized a middle ground between these two extremes of choices, including therein the objectives of industrial information,\nexploratory work, preliminary vocational training, and appreciation of\nlabor.\n\nWhy should we trouble ourselves as to definite objectives anyway ?\n\nmay be asked. My answer would be: First, In order that we may choose\nthe right kind of content material for the course. Material should be\nchosen for a definite purpose and so organized. Second, For the purpose\nof determining where emphasis of instruction shall be placed. Third, In\norder that proper methods for instruction may be selected.\nWith the exception of the manual work of the grades or such manual\n\narts courses as have for their chief purpose general training-that is,\nhaving general education objectives which must be justified on the basis of\n\ngeneral education needs, I would say, in summarizing, that industrial education courses may be classified as of three distinct types, serving three\ndistinct purposes : First, those courses whose objective is training in some\nspecific line of trade or industrial work for the purpose of entering upon\nemployment on the occupational level represented by the training; second,\nthe prevocational industrial education type which gives exploratory work in\nthe selection of vocational inclinations, or for preliminary training previous\nto taking up trade work in a particular line ; third, the non-vocational type\nof course offered to train the individual for some of the activities of life,\n\nsimilar in kind to vocational work but with the view to making the learner\na user, not a producer of trade and industrial service.\n\n"}
{"page": 972, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n911\n\nMINUTES OF THE INDIANAPOLIS MEETING\n\nThe Department of Vocational Education, an allied organization of the National\nEducation Association, held two interesting sessions during the Indianapolis meeting, June 29 and 30. In the absence of the President, John N. Greer, Minneapolis,\nHarry E. Wood, director of vocational education and manual arts, Indianapolis ,\npresided. The theme of Monday's meeting in the auditorium of Emmerich Manual\nTraining High School, was \"Part-Time Continuation and Coöperative Schools and\nWhat is Being Accomplished by Them in the Conservation of Youth.\"\n\"The crowning s'n of most of us is that we are too 'teacherish, \" declared Omar\nH. Day, associate professor of vocational education at Purdue University, Lafayette, Indiana, in opening the discussion on part-time education. Mr. Day\ndescribed the aims of the continuation school and named the qualities that a good\ncontinuation school teacher should possess. \"We continuation school teachers,\"\nhe continued, \"know too little about things outside our classrooms , and we do\nnot care to know more. We need to have some manual training injected into\nour teacher training courses . The continuation school teacher should get a large\npart of his training, working at jobs, not in positions . I should like to see written\ninto every continuation school teacher's contract, no matter what his grade, subject,\nstanding, or term of service, a clause that would require him periodically to\nleave the classroom and earn his living outside. He thus would get understanding and sympathy with the continuation school child.\"\nTeachers in the part-time schools, Mr. Day said, must be masters of their\ntrade, must be persons whose skill is not questioned, and must be able to make a\nliving by their trade outside teaching.\n\nMr. Day was followed by Mr. A. B. Mays, Associate Professor of Industrial\nEducation, University of Illinois. \"Part-time education expresses the claim of the\nschool on the boys and girls who are out of school trying to adjust themselves\nto the economic and social life of our great industrial nation,\" Mr. Mays declared.\n\"It is an effective step in the direction of universal education, and toward equal\nas opposed to identical opportunities for all children.\n\"If our schools are to express the American ideals of democracy they cannot\ncontinue to neglect our employed children. Notwithstanding the fact that the\nprinciple of democracy has been the dominant factor in the creation and support\n\nof the public system of education, the practices of our schools have fallen far\nshort of democracy. Too great an effort has been made to force all children\nthrough the same experiences under identical conditions and by identical methods .\nMany boys and girls can be more effectively educated under a system of parttime work and part-time school\n\"Large groups of children do not seem able to make progress beyond a certain\npoint in their school careers. Many such boys and girls later in life, astonish\ntheir teachers and critics by achieving success in their chosen fields of work.\nFor such young people, the vigorous, competitive life of the commercial and\nindustrial world is necessary for their best development. The regular type of\nschool may be even a positive hindrance to growth.\n\n\"The oft- repeated plaint of men who early left school to work that, ' I wish I\nhad more education,' suggests, however, that the school after all may have much\nof real value for the boy and girl who do not seem to profit by its experiences .\nIt is one of the functions of the part-time school to reconcile these two conflicting\nconditions. This is accomplished by sifting out of the great mass of school\nmaterial, those things which are known to be of real value to the average man,\nand so organizing and teaching these things as to make them definitely relate to\nthe occupational world in which so many boys and girls are interested.\n\n\"There are young people who profit immeasurably by the school training of\nour wonderful full-time schools, but for those who for any reason do not so\n\nprofit by the regular type of school the part-time school is performing a most\nimportant service.\"\n\n"}
{"page": 973, "printed_page": null, "text": "912\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe theme of Monday's meeting was continued Tuesday afternoon at the\nsecond and final session. The principal speaker at this meeting was Mr. H. G.\nMcComb, State supervisor of industrial education for Indiana.\nMr. McComb spoke on the part-time coöperative arrangement which is being\ncarried out between the schools and industries of Anderson, Indiana. For the\n\npast two years there has been in operation in Anderson, a coöperative scheme of\neducation similar to that worked out in a few other centers.\n\nThe plan at Ander-\n\nson, as far as it has been developed, includes 28 boys-fourteen in school and\nfourteen in industry. These two groups of boys alternate weeks in school and in\nindustry. The plant has set aside a shop for the school work, and has employed\na man to supervise the work done in this shop. After a period of one year the\n\nindustry says it is a paying proposition. At the beginning of the period, the boys\nare furnished with a set of tools, worth $50.\n\nThe money for the tools is taken\n\nout of the boys' weekly pay-$ 1 a week until the tools are paid for. If the boy\nremains with the plant for a period of two years, the $50 paid for the tools is\nrefunded, and he is given the tools.\nMr. McComb pointed out the following advantages to the boy and to the\nemployer:\n\nAdvantages to the boy: 1. Gives some boys, who would not otherwise be\nable to go to school because of economic reasons, a chance to earn while they\nlearn.\n\n2. Gives opportunity for practical application of school work to employment.\n3. Gives opportunity for students to get a background in industry, of science,\neconomics, and citizenship.\n4. The try-out values involved, give opportunity for failure to offer opportunity\nfor readjustment and ultimate success .\n5. Gives an educational background for an engineering course.\nAdvantages to employer: 1. Makes possible more scientific methods of employment.\n\n2. Gives industry a chance to develop a spirit of loyalty.\n3. Production is cheaper.\n\nMr. McComb concluded by making the following statements as to the results of\nthe experiment: 1. Industry is looking to the school for further training, in the\n\nform of ( a) trade extension training, and ( b) foreman training.\n2. A most cordial relationship has been developed between school and industry.\n3. Other employers of Anderson are going to the school authorities, asking for\nassistance from the school .\n\nAt the business session following Mr. McComb's address, the following officers\nwere elected for the year : President, O. H. Day, associate professor of industrial\neducation, Purdue University, La Fayette, Indiana ; Vice-president, Howard L.\nBriggs, director of vocational education, Cleveland, Ohio ; Secretary, H. G. McComb, State supervisor of industrial education, Indianapolis, Indiana.\n\n"}
{"page": 974, "printed_page": null, "text": "WORLD FEDERATION OF EDUCATION ASSOCIATIONS\nOFFICERS\n\nPresident-AUGUSTUS O. THOMAS, State Commissioner of Education .......... Augusta, Maine\nVice-Presidents-P. W. Suo .....\nE. J.\n\nShanghai , China\n\nSAINSBURY .\n\nSecretary -C. H. WILLIAMS, University of Missouri ....\n\n.Ditton, Surrey, England\n..... Columbia, Missouri\n\nProgram\n\nMonday, July 20, 1925\n2 P.M.-Delegate Assembly, U.F. Assembly Hall. Presidential address by\nDr. A. O. Thomas .\n\n8 P.M.-Welcome meeting, Usher Hall, Lothian Road.\nGilmour, Bart., D.S.O., M.P., Secretary for Scotland.\n\nChairman-Sir John\n\nTuesday, July 21, 1925\n10 A.M. to 12-Group meetings, Assembly Hall and College Classrooms. APre-school Education. Chairman-Lady Leslie Mackenzie. B-Elementary\nEducation. Chairman-Mr. R. Leipins, Latvia. C-Secondary Education.\nChairman-Mr. W. C. Wing, Portland, Maine. D- Character Education.\nChairman-Mr. T. Komatsubara, Japan. E-Illiteracy.\nCora Wilson Stewart, Frankfort, Kentucky.\n\nChairman-Mrs .\n\n12.15 to 2 P.M.-Luncheon to Delegates ( A Company) , Music Hall.\n2.30 P.M to 4.30 P.M.-Group Meetings.\n\nF-Adult Education.\n\nChairman-Sir\n\nMichael Sadler, Oxford. G-Teacher Training. Mr. E. J. Sainsbury, VicePresident of the Federation.\n\nH-Health.\n\nDr. James Kerr, London.\n\n5.15 to 6.15 P.M.-Concert by pupils of Boroughmuir and Broughton Secondary\nSchools in Usher Hall .\n\n8 P.M. Civic Reception, Edinburgh College of Art.\n\nWednesday, July 22, 1925\n10 A. M. to 12-Group Meeting. H-Health. Chairman-Sir W. Leslie Mackenzie, LL.D. I-Universities. Chairman-Sir Donald MacAlister, Bart.,\nPrincipal of Glasgow University.\n12.15 to 2 P.M.-Luncheon to Delegates ( B Company ) , Music Hall.\n2.30 P.M. to 4.30 P.M.-Group Meetings . A-Pre-School Education. B ( Synod\nHall) -Elementary Education. C- Secondary Education. D- Character\nEducation .\n\nE-Illiteracy.\n\n5 P.M. to 6 P.M.\n- Recital of Choral Speaking by Miss Marjorie Gullan's Verse\nSpeaking Choir, Usher Hall.\n7 P.M. Concert by the Glasgow Orpheus Choir, Usher Hall.\n\nThursday, July 23, 1925\nWhole Day Tours.\n3.30 Garden Party, Craiglockhart House.\n\nFriday, July 24, 1925\n10 A.M. to 12 Noon-Group Meetings. A-Pre-School Education. B-Elemen-\n\ntary Education.\n\nC-Secondary Education. D- Character Training. E-\n\nIlliteracy.\n\n2.30 P.M. to 4.30 P.M.-J-International Relations. K ( Synod Hall)-Adolescent\nEducation.\n\nH- Health.\n\nI- Universities\n\n7.45 P.M.-Masonic Meetings.\n[913]\n\n"}
{"page": 975, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n914\n\nSaturday, July 25, 1925\n10 A.M. to 12 Noon-Plenary Session, Assembly Hall.\n2.30 P.M. to 4.30 P.M.-Plenary Session, Assembly Hall.\n8 P.M.- Public Meeting, Usher Hall .\n\nSunday, July 26, 1925\n11 A.M.- Special Services in St. George's U.F. Church and St. Mary's Cathedral\n(Episcopal Church ) .\n\n3 P.M.-St. Giles' Cathedral-Official Service. Preacher-The Right Rev.\nJames Harvey, D.D., Moderator of the U.F. Church.\n\n8 P.M.\n- Hymn Festival ( Community Singing) , Usher Hall. Conducted by Sir\nWalford Davies .\n\nMonday, July 27, 1925\n10 A.M. to 12 Noon-Delegate Assembly, Assembly Hall .\n2.30 P.M.-Valedictory Meeting, Usher Hall.\n\nCONSTITUTION OF THE\nWORLD FEDERATION OF EDUCATION ASSOCIATIONS\n\nAdopted at San Francisco, California, July, 1923\nAs revised at Edinburgh, Scotland, July, 1925\nPREAMBLE. Whereas, educational aims are universal, there should be devised\nsome suitable and effective means to bring into closer coördination the various\nagencies which have to do with education throughout the world and also to bring\n\nthe 5,000,000 teachers into more fruitful and sympathetic relations with one another.\nTHEREFORE BE IT RESOLVED :\n\nThat this Conference form a permanent federation of education associations and\nthat a constitution be adopted as follows :\nARTICLE I. Name-The name of this organization shall be the World Federation\nof Education Associations .\n\nARTICLE II . Objects-The objects of this Federation shall be to secure international coöperation in educational enterprises to foster the dissemination of infor-\n\nmation concerning education in all its forms among Nations and peoples, to cultivate international good will, and to promote the interests of peace throughout the\nworld.\n\nARTICLE III. Membership-The following organizations shall be entitled to mem-\n\nbership in this Federation : ( a) Full membership : Any Nation-wide educational\norganization or association of persons directly connected with education whose application shall be approved by the executive authority hereinafter mentioned : ( 2)\nAny organization of educators in a country not possessing a Nation-wide organization, which shall make application for membership to the executive authority of\nthis Federation and whose application shall be approved by said executive authority ; ( b ) Associate Membership : Individual institutions or associations whose\nchief function is education, but which are ineligible under sub-sections ( a) or ( b )\nshall be admitted as Associate Members on the approval of the Board of Directors.\nThe representatives of such institutions or associations shall have full right of discussion in open assembly but no right of voting in the Delegate Assembly.\n\n"}
{"page": 976, "printed_page": null, "text": "915\n\nWORLD FEDERATION OF EDUCATION ASSOCIATIONS\n\nThe associate representatives from the individual universities and recognized\ninstitutions of higher learning of any country shall have the right to elect from\namong their number, one delegate or more as may be provided in By-laws, who\nshall have full membership and voting privileges in the Delegate Assembly.\nThe association representatives from the individual education authorities of any\ncountry shall have the right to elect from among their number one delegate who\nshall have full membership and voting privileges in the Delegate Assembly.\nARTICLE IV. Organization-Section 1. There shall be a board of directors con-\n\nsisting of fifteen members elected by the Delegate Assembly. At each biennial\nmeeting a nominating committee, consisting of one member from each organization\n\nhaving full membership, shall be appointed to make nominations for vacancies upon\nthe Board of Directors for the consideration of the Delegate Assembly. The\nmembers of the Board of Directors shall be elected for a term of four years with\nthe proviso that at the first election, in 1925, seven shall be elected for a term\nof four years and eight for a term of two years. The Board of Directors shall\nbe the executive authority of this Federation. The executive shall have power to\nadd three members to its number, in case it be necessary to provide for unrepresented interests. The Board of Directors shall have authority to create a board\nof trustees to care for any trust fund which may come into the hands of the Board\nand provide proper means for safeguarding this trust.\nThe Board of Directors shall have power to adopt such By-laws as shall be\nnecessary for their proceedings.\nSECTION 2. ( a) There shall be a president, chosen by the Board of Directors\nfrom within or without their own body, and three vice-presidents, one from each\nsection ( as outlined in article 6) to be chosen by the Board of Directors from\nwithin their own body. The president and vice-presidents shall be honorary officials. The president shall be the chairman of the Board of Directors.\n(b) Term of Office. The term of office shall be two years. The officers shall be\neligible to reëlection.\nSECTION 3. The Board of Directors shall elect a secretary-treasurer who shall be\n\na paid official.\nSECTION 4. Representation in the Delegate Assembly shall be fixed as prescribed\nin the By-laws.\nARTICLE V. Headquarters-The headquarters of the World Federation shall be\nin the country of the president until such time as permanent headquarters be\nestablished.\n\nARTICLE VI. Meetings-A world conference shall meet in full session every alternate year, but a meeting of sections ; one in Europe, one in America, and one in\nAsia, may be held in each intervening year. Other countries shall decide which\ngroup they will join.\n\nARTICLE VII. Fees-Affiliating associations having full membership shall pay a\nsubscription fee per annum of one cent per member ( U. S. currency) , provided that\nthe fee of any affiliating association shall not be less than $25, gold ( U. S. currency) , while the maximum contribution for any organization shall be $1000, gold\n(U. S. currency) . Associate members shall pay a fee of from $ 10 to $ 100.\n\nARTICLE VIII. Amendment-This constitution may be amended at any biennial\nmeeting by a two-thirds vote of the Delegate Assembly, provided that any amendment to be considered must be submitted to the secretary-treasurer of the World\nFederation at least three months before the biennial meeting.\nBY- LAW9\n\n1. Representation in the Delegate Assembly shall be fixed as follows :\n\nOne delegate for each organization entitled to full membership\nand one additional delegate for each two thousand members\n\nor\n\n"}
{"page": 977, "printed_page": null, "text": "916\n\nNATIONAL EDUCATION ASSOCIATION\n\nmajor fraction thereof, with a maximum of fifty delegates for any\none organization.\n\n2. The Board of Directors shall have authority to fill any vacancy in its own\nbody ad interim.\nvacancy exists.\n\nThe vacancy shall be filled from the country in which the\n\nREPORT OF THE COMMITTEE ON THE REVISION OF THE\nCONSTITUTION RELATIVE TO THE ADOPTION\n\nOF THE HERMAN-JORDAN PLAN\nThe committee on Revision of the Constitution of the W. F. E. A. recommends\n\nto the Delegate Assembly that it approve Sections 1, 2, 5, 6, 7 of the HermanJordan Plan.\n\nIt recommends further \"That the appointment of committees at this time, as\nrecommended in Sections 3 and 4 of the Herman-Jordan Plan, be deferred, inasmuch as the educational aspects therein contained can be dealt with by the committees provided for in the subsequent sections.\"\n\nRESOLUTIONS OF THE WORLD FEDERATION OF\nEDUCATION ASSOCIATIONS\n\nThe importance of the efforts made at San Francisco in 1923 and again\nat Edinburgh this year to gain world outlook for teachers cannot be\nexaggerated. The coöperative powers of peoples throughout the long\nsweep of history have been limited by the breadth of their attitudes and\nthe fund of ideas which they have held in common. Every effort to gain\nthe attitude which applies the golden rule to all humanity, every effort\ntoward wider areas of coöperation deserves the support of teachers, who\ndaily look into the future through the eyes of children and who are in\na position to appreciate what the great war chests would accomplish if\nspent constructively on universal education. Reports of the biennial convention of the World Federation of Education Associations at Edinburgh\nindicate that much progress was made toward realizing the aims that\nemerged at San Francisco. The resolutions adopted by the plenary session\non July 25, 1925, follow :\nGeneral ( 1 ) That the World Federation of Education Associations\nappoint standing committees on pre-school, elementary, secondary, and\nhigher education whose function shall be to coöperate with affiliated associations in furthering the objects approved by the Federation, to make studies\nand reports upon such matters as the Federation may commit to their\ncharge, and to prepare the program of their sections at each ensuing biennial .\n\n(2) That special committees on health and on the removal of illiteracy\nbe appointed by the World Federation of Education Associations with\n\nfunctions similar to those of the standing committees in the respective fields .\nPre-school education\n\n( 3) In view of the supreme educational im-\n\n"}
{"page": 978, "printed_page": null, "text": "WORLD FEDERATION OF EDUCATION ASSOCIATIONS\n\n917\n\nportance of the first years of childhood, provision should be made in every\n\neducational system for a type of education suited to the needs of that\nperiod. Such education, whether given in the home or in special groups,\nshould include the formation of desirable physical habits, mental attitudes,\nand character traits in an environment conducive to freedom, health, and\njoy of living.\n(+) That such pre-school education should be in charge of persons\nspecially trained for the purpose in both mental and physical ways and\nshould be carried on when in special groups in close coöperation with\nparents. Public funds should be available for such education and every\nencouragement should be given to research in this field.\nElementary Education (5) That the World Federation of Education\nAssociations affirms its belief in the potency of Goodwill Day as a factor in\n\ncreating and fostering international understanding among the children of\nthe world, and that it recommends that affiliated associations secure where\n\nnecessary or desirable national or official sanction for the observance of such\na day from their government and education authorities; and, further, that\nsteps be taken in each country to prepare for the teachers an outlined program as a suggestive guide.\n(6) That the World Federation of Education Associations affirms its\n\nbelief that geography, history, and training in citizenship should be taught\nnot only from a national point of view but also from a modern sociological\nand international point of view.\n(7) That the World Federation of Education Associations endorses\n\nmovements and committees which establish international contacts among\nschool children through correspondence, exchange of school work, and interchange of pupils of suitable age between countries. To promote the more\neconomical exchange of materials, the World Federation of Education Associations shall use its best efforts to secure accommodation in the postal rates.\n(8) That textbooks descriptive of child life in all lands and setting\nforth in brief and simple form the best that each nation has achieved\nbe prepared for the elementary schools of the world.\n(9) That in view of the fact that it is of the utmost importance\nthat teachers of all nations should themselves possess the international\noutlook the World Federation recommends the encouragement of special\ncourses in teacher training institutions and strongly recommends to its\n\naffiliated associations the promotion of plans for travel and interchange of\nteachers.\n\nSecondary education ( 10 ) That the World Federation of Education\nAssociations encourage coöperation with affiliated associations in the promotion of such aids to education as universal biography, visual instruction\nand the use of motion films particularly when of educational and scientific\nnature, literature and language study particularly in the modern field,\næsthetics, and training for citizenship as possessing great potentialities for\nthe development of an international outlook.\n(11) That the World Federation of Education Associations prepare a\n\n"}
{"page": 979, "printed_page": null, "text": "918\n\nNATIONAL EDUCATION ASSOCIATION\n\nstatement of the ideals which should obtain in history and history teaching.\nSuch statement should emphasize the necessity for an impartial treatment\n\nof international intercourse. A frank admission of shortcomings should\naccompany the claim of services rendered to the cause of human welfare in\neach country. In proceeding from national to world history emphasis\nshould be laid upon the progress from conflict to conciliation.\nHigher education- ( 12 ) That resolution 7, 1923, of the World Federation of Education Associations be amended to read, \"That the World\nFederation of Education Associations utilize and advance inquiry into universities-their history, contemporary developments, possibilities and to\ninvestigate the question of the establishment of a world university.\"\n(13) That resolution 4, 1923, be amended to read, \"That the World\nFederation of Education Associations inquire into the interrelations and\n\nincreasing unifications of the various fields of knowledge and research and\ntowards the fuller and clearer coördination of subjects of instruction accordingly, with endeavor to bring about a greater unification of scientfic\nterminology.\n\n(14) That resolution 6, 1923, be amended to read, \"That the World\nFederation of Education Associations encourage the establishment of a universal library office and inquire into methods of bibliography and their possible advances. This office may ultimately be connected with a world or\ninternational university.\"\n\n(15) That the recommendations of the national office of French universities and schools be referred for further study, the World Federation\n\nof Education Associations affirming its approval of the objects which these\nresolutions are designed to obtain in an easier, more efficient, and more\neconomical interchange of scholars, whether professors or pupils.\nInternational relations-( 16) This conference of the World Federation of Education Associations is of the opinion that it is the function of\n\nteachers to help their pupils to realize that the world is a unity, that nations\nand peoples are interdependent economically and otherwise, and that true\nnationalism is not inconsistent with true internationalism .\n\n(17) That the World Federation of Education Associations coöperate\nwherever possible with international organizations and other organizations\npursuing similar aims.\nCharacter education\n\n( 18 ) That the World Federation of Education\n\nAssociations affirms its belief in the importance of character training in education and refers the subject to appropriate committees for future consideration in all sections of the Federation conferences.\n\nHealth education-(19) That the World Federation of Education Associations refer to an appropriate committee the detailed recommendations of\nthe conference on health education with instructions to carry forward in\ncoöperation with the affiliated associations the steps recommended so far as\nthese may be approved by comptent authority. The World Federation of\nEducation Associations affirms its sense of the importance of the plan presented and affirms its belief that health education is the fundamental basis\nof all successful education .\n\n"}
{"page": 980, "printed_page": null, "text": "WORLD FEDERATION OF EDUCATION ASSOCIATIONS\n\n919\n\nTeacher training-( 20) That the World Federation of Education Associations gather and collate information upon the systems of training of\nteachers in the countries represented by delegates to the conference of 1925\nand that such information be made available to all who desire it, special\nattention being given to ascertain the steps taken to secure the fitness of\nentrants to the profession.\n\nTHE PRESIDENTIAL MESSAGE TO THE DELEGATE\nASSEMBLY OF THE WORLD FEDERATION\nOF EDUCATION ASSOCIATIONS¹\nAUGUSTUS O.\n\nTHOMAS , STATE COMMISSIONER OF\n\nEDUCATION\n\nAUGUSTA , MAINE\n\nMembers of the Delegate Assembly of the first biennial meeting of the\nWorld Federation of Education Associations, Greetings :\n\nThis message will be more like that of the president of a business concern to its stockholders. It will be its purpose to deal with questions and\npolicies which confront the federation at the present time and to detail\nbriefly the general trend of its activities.\n\nFirst, however, I wish to mention the pleasure of the Association\nin coming to this historic city to hold its first biennial meeting, not only\nbecause Edinburgh is one of the most remarkable cities of the world but\nbecause of the high quality of its schools and its sympathy for the movement we represent. It is interesting also, to meet on British soil, because\nthe British people have interests in every part of the world and have come\nmore directly in contact with all peoples than any other nation. Their\nbusiness interests have necessitated a sympathetic policy in dealing with\npeoples of other lands and the spirit of coöperation has necessarily been\none of the chief features of these associations. Personally, it is gratifying\ninasmuch as the beginnings of my own country are traced in origin to\nthe soil of this great country.\n\nI must voice the sentiment of the dele-\n\ngates assembled from many nations when I express our pleasure in the\nacceptance of the Educational Institute of Scotland to make Edinburgh\nthe place of meeting.\n\nThe Scottish committee efficient-The joint committee made up of local\neducational and civic organizations and headed by George C. Pringle\nas secretary deserves special commendation for the efficient manner in\n\nwhich it has made arrangements for this meeting which bids fair to be\none of the outstanding and most important events of the generation.\nThe committee has not only raised generous funds with which to carry\non its work but has looked after the details in connection with the pleasure\nand comfort of the delegates.\nIt is no small task to find world-wide educational contacts; to make\nknown the purpose of this organization and to secure delegates who will\n1Address at Edinburgh, July 21 , 1925 .\n\n"}
{"page": 981, "printed_page": null, "text": "920\n\nNATIONAL EDUCATION ASSOCIATION\n\nundertake at their own expense the long journey necessary. The San\nFrancisco meeting in 1923 demonstrated, however, that educational workers in all lands are liberal in their views and anxious to promote the\n\ngeneral interests of the teaching profession. They believe that education\nis the moulding and directing force of civilization and that the time and\nmeans required to attend such a meeting are well repaid. During the\n\npreliminaries of that first conference more than one thousand contacts in\nall the countries of the world were hunted out and established .\n\nThese\n\nare becoming more easily reached year by year and within a short time\nwill constitute a very satisfactory means of communication, especially in\n\nsecuring delegates. The work carried on this year by the officers of the\nfederation and the local committee will make it easier when the call\n\ncomes for the second biennial meeting to arouse an interest and to secure\n\nthe same high class of delegates who make up this conference .\nInfluence of conference of 1923-The conference of 1923 established\na definite program of procedure calculated to secure international coöperation in educational enterprises ; to foster the dissemination of information\n\nconcerning education in all forms and among all peoples; to cultivate\ninternational goodwill and to promote the interests of peace throughout\nthe world.\n\nIt recommended, first, that an educational attaché, who shall\n\nbe a recognized educational expert of the highest rank, should be provided for each embassy or legation.\n\nSecond, that the various governments, universities, schools, and other\neducational organizations of the world be requested to appropriate a\nreasonable sum available for scholarships for mature graduate students\nof education desiring to study in foreign countries, and that these students should especially devote their attention to international civics, economics, and comparative education, reporting the results of their studies\nand research to their respective governments, universities, schools and\nother educational organizations.\nThird, that this conference form a permanent federation of education\nassociations and that a temporary constitution be adopted, the name of\nthis organization to be the World Federation of Education Associations.\nFourth, that steps should be taken to bring about a greater unification\nof scientific terminology.\n\nFifth, that the World Conference on Education undertake the organization of a permanent bureau of research and publicity, whose duties\nit shall be to publish an International Digest of Education and to furnish\ninformation concerning the publications on education of different countries in order to facilitate the exchange of periodicals and articles.\nSixth, that a universal library bureau be established which might ultimately be connected with a world or international university.\nSeventh, that a representative committee be appointed to investigate the\nquestion of the establishment of a world university.\nEighth, that the International Education Association undertake at once\n\na study of ways and means to assist national educational bodies to see\n\n"}
{"page": 982, "printed_page": null, "text": "WORLD FEDERATION OF EDUCATION ASSOCIATIONS\n\n921\n\nthat the preparation of textbooks and other methods of instruction employed by their own countries is governed by fairness and goodwill.\nNinth, that the World Conference on Education request the proper\neducational body of each country to outline for its own schools a system\nof training that will cultivate in children attitudes of mind and habits of\nthought and action appropriate to effective membership in this world\n\ncommunity, such outlines to be presented to the next world conference\nfor comparison, discussion, and publication throughout the world.\nTenth, that this conference adopt in outline a basic plan of character\neducation to be worked out in detail by each coöperating nation.\n\nEleventh, that a universal aim in teaching the history of a country\nshould be to teach the social, economic, and political development of the\nnation and to show the relationships of these three lines of activities to\nsimilar lines of development in other countries .\nTwelfth, that as a means of promoting the spirit of international good-\n\nwill, a day in the year, to be designated \"Goodwill Day,\" be observed\nin the schools of the world. The 18th of May, which commemorates\nthe opening of the first Hague Peace Conference the first gathering of\nthe nations in time of peace for the consideration of means of settling\ninternational differences by peaceful methods-is an especially appropriate\nday for concentrating upon the ideals of justice and world friendship.\nThirteenth , that aid and encouragement be given as far as conditions\nand resources may permit for the improved professional training of teachers and leaders in health education, by the offering of scholarships for\nstudy and training in countries which may provide desirable facilities for\nsuch professional training.\nFourteenth, that an international commission on illiteracy be appointed,\nconsisting of representatives from every nation, to work toward the removal of illiteracy from all countries as soon as possible.\n\nFifteenth, that public provision be made for training in the specific\nvocations for all persons who may profit therefrom, regardless of age or\ncondition.\n\nSixteenth, that in the several countries where sufficient opportunity\nfor the higher training of women does not exist the attendance of women\n\nupon state and national institutions of learning shall be permitted.\nSeventeenth, that this conference generally endorse all movements which\ntend to improve the educational opportunities for all rural children.\nEighteenth, that special state or national aid be given to communities\nlacking the financial resources to maintain efficient schools.\n\nNineteenth, that suggestions be formulated for the most effective use\nof all forms of visual education in the promotion of international justice\nand good will.\nTwentieth, that the conference endorse the development of international\n\nschool correspondence and the appointment of an educational representative in each country to coöperate with all agencies equipped to work with\nthe schools in the promotion and execution of similar programs .\n\n"}
{"page": 983, "printed_page": null, "text": "922\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe outstanding achievements in the intervening two years based upon\nthis program are, first, an awakening in the relief of illiteracy; an added\nimpetus to international correspondence among school children; a beneficial study of world contacts; some nations have already appointed educational attachés in connection with their embassies, Mexico being the\nfirst to act upon the suggestion of the World Conference of 1923 in this\nrespect. May 18, International Goodwill Day, has been celebrated\nto some extent in practically all lands and the beginning has been made\nof a collection of textbook materials, the dissemination of educational\ninformation through magazine articles and the exchange of periodicals.\nWe have, however, been handicapped to some extent by lack of funds,\nwhich handicap in due season will be overcome and more progress can\nbe made. Committees have been appointed to consider the idea of a\nworld university and a world commission on illiteracy has been established.\nReports on these subjects as upon others will be made during this conference and plans for pursuing work considered.\nOur aims must not be side- tracked-As time goes on the federation\n\nmust necessarily accept many avenues of service and must come into vital\ncontact with the educational advancement in many forms but it can never\nlose sight of the first principles under which it operates. It must never\nbe allowed to become entangled with political contentions nor must it\nallow itself to become partisan in regard to religious questions. It must\noccupy a broad plain of universal truth and must steer clear of those\nrocks upon which nations split. Purely educational problems of all phases\nmay be courageously discussed and fearlessly advocated. It must be understood at the outset that this is no attempt to break down national lines\nand to reduce the love of country which citizens of each nation must feel.\nOur whole purpose is to build a type of civilization and to develop those\ncivic virtues which commend themselves to the patriotic citizen and with\n\nit to develop a patriotism upon service and love of country rather than\nupon hatred of other peoples .\nPeace and war-Perhaps universal and perpetual peace is the greatest\nissue before the people of the world.\n\nOur generation has suffered the\n\nclash of arms to greater destruction than any other generation. War is\na hang-over of barbaric days. It is not an art of civilization. War as a\nmeans of settling disputes between nations is an index of the degree of\n\ndevelopment of civilization. It is liable to continue for generations yet\nto come, but this generation which has had its lesson should do all in\nits power to advance the time when the \"spear shall be beaten into pruning\nhooks and the sword into plough-shares.\" The last war cost the destruction of nearly two hundred billions of wealth and settles a debt almost as\n\nlarge upon the necks of the nations. This debt may be a bone of contention for generations to come, but more appalling is the loss of human\nlife.\n\nIf the dead of the past war could be marched ten abreast with the\n\nranks two seconds apart, it would require forty-six days for the columns\nof the dead to pass the reviewing stand. We as teachers must do our best\n\n"}
{"page": 984, "printed_page": null, "text": "WORLD FEDERATION OF EDUCATION ASSOCIATIONS\n\n923\n\nto develop in the hearts of the rising generation the spirit of brotherly love\nand the attitude of the good neighbor. We must practice the Golden Rule\namong nations as among individuals . We are the keepers of the young\nand can direct their interests and their attitudes. We should support the\nnations in their attempt at mutual reduction of arms until such time as\n\narms may be laid aside, but disarmament alone will not bring peace. We\nmight conscript wealth and materials as well as fighting men and still not\nprevent war, but these will help. War is of the heart. We must believe\nwith Ella Blair Jordan that, \"In hearts too young for enmity, there lies\nthe way to make men free ; when children's friendships are world-wide,\nnew ages will be glorified. Let child love child, and strife will cease, disarm the hearts, for that is peace.\"\nAmend our constitution-At San Francisco we adopted a temporary\nconstitution under which we are now operating. It has many shortcomings.\n\nIt will be the duty of this convention to make such amendments\n\nas will facilitate the work we are attempting to do. As president, I\nhave appointed a committee who will report at this meeting on the\nrevision of the constitution, but the appointment of such a committee\ndoes not interfere nor hinder others who have ideas as to the organic\nstructure of the federation making beneficial suggestions. First, there\nshould be a board of trustees made up not alone of educators but of men\n\nof affairs well known for their business integrity and their successful handling of investments. The committee should be large enough to safeguard the interests of all. It should have charge of the raising of funds\nfor a definite financial foundation and to some extent of the organization.\nIn addition, there should be an executive committee made up similar to\n\nthat now provided by our constitution and should have charge of activities.\nWe should have, first of all, a delegate assembly made up of a definite\nnumber of members from each member organization. This assembly\nshould not be too large, not less than five nor more than ten. If ten\nmembers should be selected and all nations should have organizations,\nwe would eventually have a delegate assembly of six or seven hundred\n\nmembers . This might make a rather unwieldy organization but for the\npresent it would not be too many. There should be one organization\nof national scope whose delegates should sit in the delegate assembly. But\nthis is not sufficient. It is necessary for us to come into contact with the\nwhole teaching force world-wide, the five million teachers teaching the\nquarter of a billion of the world's children. Therefore, there should be\nadmitted all educational organizations probably as associate members whose\ndelegates would have the right to participate in the several units with the\nright of participation in all affairs aside from those which are constitutional.\nThere should also be participation representatives from all kindred organizations which are interested in the work we are doing. In addition\nto these, there should be sustaining members and patrons of the federation .\nWhether or not these patrons should be allowed to vote in the general\nassembly is a question for this meeting to determine.\n\n"}
{"page": 985, "printed_page": null, "text": "924\n\nNATIONAL EDUCATION ASSOCIATION\n\nThere should be, first, a delegate assembly, second, a plenary session\nwhich would act as a sort of lower house and, third, the groups or units\nopen to institutions and the individuals who would be interested in assisting the federation in its deliberations .\nFinance-The very nature of the work we attempt will require generous\n\nfinancing. It is not too much to undertake to place the federation on a\npermanent financial basis of at least ten millions. This cannot be secured\nimmediately but eventually it is a possibility. Until the foundation is\nlaid, however, there should be a definite program of temporary finance of\nat least one hundred thousand per year.\n\nI am satisfied from my contact\n\nwith people of means that this program is not too much to undertake and\nthat we can secure through the direction of a board of trustees sufficient\nfunds to carry our work. Education is fast becoming recognized by\n\ndiplomats and by business men as our surest means of progress. We\ncannot content ourselves with merely coming together occasionally and\ndiscussing ways and means, educational methods, educational proceedings,\nand educational attitudes, all of which would be well and somewhat\n\nworth while, but we must offer a definite and constructive program of\neducational work to the work if we are to justify our existence to the\nfullest extent. To carry on the work of the various departments, to\nprovide a suitable staff of workers and to pay the necessary expenses , the\namounts specified above do not seem unreasonable.\n\nThis session of the\n\nfederation should definitely authorize its officials to undertake this financial\nfoundation. We already have prospects of realization to a gratifying\ndegree.\n\nThe Herman-Jordan plan-After the world conference in 1923, Mr.\nRaphael Herman, of Washington, D. C., offered a twenty-five thousand\ndollar award for an educational plan calculated to produce world concord.\nThe jury on award, made up of fifteen distinguished men and women,\naccepted the plan presented by the veteran educator, Dr. David Starr\nJordan, president emeritus of Leland Stanford University. The Jordan\nPlan, instead of hurrying headlong into immature procedure, calls for\nthe appointment of a number of committees to undertake as best they can\nscientific and educational study for the purpose of marshalling a definite\nbody of reliable facts upon which to develop a definite plan of procedure.\nThis is wise and no one who is interested in the broad outlook of the\n\nprofession can well find fault with it. These committees assume at the\nbeginning unprejudiced and open-minded attitudes for the study of various\nproblems coming under their dominion. These committees may report\nto the federation from time to time for definite action and guidance.\n\nIf\n\nwe put together the wisdom of the profession in the several countries,\nthere is no doubt in my mind, and I trust not in any, as to the value of\nsuch a program. This plan will supplement the work already undertaken\nand the work which may be developed in the several fields by this conference held here in Edinburgh and should be accepted and put into operation as quickly as possible by the federation. This plan has been printed\n\n"}
{"page": 986, "printed_page": null, "text": "WORLD FEDERATION OF EDUCATION ASSOCIATIONS\n\n925\n\nin agenda form and distributed among the delegates so that all may study\nit and understand its importance. Such a plan should further world understanding, world friendship and advance the cause of peace.\nThe present program-As you have observed the present program deals\nwith many phases of education affecting all sections of school work, beginning even with the pre-school child and continuing through the com-\n\nplete course of education. It attempts to deal only with those principles\nwhich may be universally applied and with those programs, processes and\nattitudes which may be accepted by all peoples. It involves a program\nof universal education through the relief of illiteracy, the development of\na program of character education, the health of the world's children, together with the attempt to find means of utilizing the opportunities afforded by the various subjects taught in the curricula of our schools. Out\nof the discussion should come some definite, cardinal principle upon which\nwe may build more satisfactory results.\nThe next meeting place-That the World Federation is looked upon as a\npermanent force in world education is indicated by the number of cordial\ninvitations for the next meeting. I have in my possession invitations from\nBerlin, Germany ; Toronto, Canada; San Diego, California; United\nStates; and Honolulu, in the midst of the Pacific. Tentative invitations\nfrom several other important centers are also indicated. It may not be\npossible for us to determine at this meeting, owing to contingencies, just\nwhere the next meeting may take place, but it is assured that we shall have\na suitable meeting place backed by a strong spirit of coöperation on the\npart of the city and country in which we meet.\nMessage to The King-Since the first biennial meeting of the World\nFederation of Education Associations is meeting here in Edinburgh, Scotland, the ancient capital of His Majesty, The King, and knowing well\nHis Majesty's deep interest in the cause of education and his faith in its\nvirtues and knowing also His Majesty's desire to promote good will and\nfriendship among Nations of the earth this organization, representing, as\nit does, nearly all nationalities, should send His Majesty a message of\ncordial good will and respectful homage.\nIn conclusion-It is the purpose of this great organization to effect a\ncloser unity of organized educational forces throughout the world, to\nstabilize so far as education can the trend of the future, to provide a sane\nand courageous leadership in directing the advancement of the human race.\nIt will be its mission to comb out of the world civilization those virtues\n\nwhich lend themselves to happiness and progress and foster and cultivate\nthem, and to make determined war upon those elements which retard or\nmisdirect and which are hang-overs of primitive days. We do not seek\nto standardize education in the different countries nor to pull down what\n\nhas been solidly built up. We should keep the organization faithfully\nto its task and steer clear of the rocks upon which nations may split. Only\nthose materials, methods and means of more universal application should\n\n"}
{"page": 987, "printed_page": null, "text": "920\n\nNATIONAL EDUCATION ASSOCIATION\n\nreceive attention. We must keep faith with the self-determination of Nations and the various social gifts which have added to the sum total of\n\nhuman advancement. We must keep unprejudiced and impartial, and the\ngood of one must be exemplified and extended to the good of all.\nEducation has become a cause. Its purpose is the same in all countries.\nTruth and the materials of education are universal. They are bounded\nby national lines. Each adult generation is the custodian of the one which\nfollows it. If we would have a thought of the well-being of the future,\nwe must weave the right sort of environmental influences around the children and teach them the virtues the world most needs.\n\nWhatever we\n\nwould have appear in the life of the Nation, we must first put into our\nschools. While we each of us are vitally concerned in the advancement\nof our own country, we must of necessity be interested in the advancement of all. Just as invention and discovery have brought the world\n\ninto small compass and developed a community more highly sympathetic,\nso we must establish and abide by international, social, commercial and\ndiplomatic traffic rules. This necessitates an international attitude or\nmode of thinking which we call the \"international mind.\" The peoples\nof the earth must now live together and we, the teachers of the world's\nchildren, must prepare them for these new relations. This does not mean\nthat the new world citizen must be unmindful of his own country ; that\nhis patriotism must be discarded any more than by making a man a good\nneighbor would require a man to forget his own family.\nWe have come into a day when human interest, human sympathy, human\nlove can know no bounds and no national lines. The radio message leaps\nall boundaries. It will further a broader language study which will make\nfor good will. The great foundations are working for the relief of human\ndistress, disregarding difference of language and of race. They count\nmen and women everywhere human beings and worthy of relief from suffering. International Rotary, Kiwanis, Red Cross, the Church and other\ngreat movements all indicate a new era and bring new viewpoints and new\nresponsibility.\n\nIt is our mission to further this. Education must stand at\n\nthe helm with the guiding hand. Education, tempered with wisdom, is\nthe ladder of the ambitious, instrument of the successful, spur to enterprise.\ndispeller of ignorance, enemy of fear, destroyer of superstition, giver of\ntruth, director of purpose, patron of invention, mother of science, essence\nof hope, guide of life, moulder of human destiny and the hope of the race.\nThe greatest problem before the world and the aim most devoutly to be\nwished is universal and perpetual peace. In order to achieve this, it is\nnot sufficient that Nations disarm. This is important but arms once thrown\ndown may be quickly taken up again. A Nation could secretly prepare\nfor war just as Nations have done. There is a great importance to be\nattached to mutual disarmament, but peace is of the \"heart\" and until\nwe have developed a sense of justice and the spirit of good will, we shall\n\nbe disappointed now and then. In this, education seems the hope of the\n\n"}
{"page": 988, "printed_page": null, "text": "WORLD FEDERATION OF EDUCATION ASSOCIATIONS\n\n927\n\nworld. Education would be a \"slacker\" were it not willing to do its part .\nBoth business and diplomacy have failed to keep the peace of the world\nand business is wont to coin the blood of the soldier into gold. The conscription of labor and wealth on an equal footing with fighting men will\nremove a cause. Disarmament will make war more difficult but justice\nand friendship will make war impossible.\nThe World Federation at this convention must rewrite its constitution\n\nand make it permanent. It must make provision for a permanent financial\nfoundation of ten million to twenty million dollars and provide temporary\nmeans of approximately one hundred thousand dollars per year for a period\nof five years or until the permanent foundation is laid. There should be\na board of trustees in charge of the funds and a board of directors in\ncharge of operations, with a full-time staff of officers and assistants. This\nwill give opportunity to promote the program begun at San Francisco and\nto carry on the work set in motion here.\n\n"}
{"page": 989, "printed_page": null, "text": ""}
{"page": 990, "printed_page": null, "text": "Associational Records and Information\n\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.\n\nACT OF INCORPORATION\nAN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled :\n\nSECTION 1. That the following-named persons, who are now officers and directors and trustees of the National Educational Association, a corporation organized\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.:\n*Nathan C. Schaeffer, Eliphalet Oram Lyte, John W. Lansinger, of Pennsylvania ; Isaac W. Hill, of Alabama ; Arthur\nJ. Matthews, of Arizona; John H. Hinemon, *George B. Cook,\n\nList of\n\nIncorporators\n\nof Arkansas ; *Joseph O'Connor, *Josiah L. Pickard, Arthur H. Chamberlain, of\nCalifornia ; *Aaron Gove,\n\nEzekiel H. Cook, Lewis C. Greenlee, of Colorado ;\n\n* Deceased .\n\n[929 ]\n\n"}
{"page": 991, "printed_page": null, "text": "930\n\nNATIONAL EDUCATION ASSOCIATION\n\n*Charles H. Keyes, of Connecticut ; *George W. Twitmyer, of Delaware; *J . Ormond Wilson, *William T. Harris, *Alexander T. Stuart, of the District of Columbia; Clem Hampton, of Florida ; *William M. Slaton, of Georgia; *Frances Mann,\n\nof Idaho; 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\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\n\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.\nPhelps, Irwin Shepard, John A. Cranston, of Minnesota; Robert B. Fulton, of\n\nMississippi ; *F. Louis Soldan, James M. Greenwood, William J. Hawkins, of\nMissouri ; *Oscar J. Craig, of Montana ; George L, Towne, of Nebraska; *Joseph E.\nStubbs, of Nevada ; James E. Klock, of New Hampshire; *James M. Green, John\nEnright, of New Jersey ; * Charles M. Light, of New Mexico; James H. Canfield,\nNicholas Murray Butler, *William H. Maxwell, Charles R. Skinner, *Albert P.\nMarble, James C. Byrnes of New York; James Y. Joyner, Julius Isaac Foust, of\nNorth Carolina; *Pitt Gordon Knowlton, of North Dakota; Oscar T. Corson,\n\nJacob A. Shawan, Wells L. Griswold, of Ohio; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma ;\n\nCharles 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\nwith\npowers,\nlimitations,\nand restrictions\ncontained.\nSEC.\n2. the\nThat\nthe purpose\nand object\nof the saidherein\ncorporation\nshall 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 departPurpose and\nments, and such others as may hereafter be created by organization or consolidation, to-wit: The Departments, first, of\nDepartments\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 ;\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.\n\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.\n•Deceased\n\n"}
{"page": 992, "printed_page": null, "text": "ACT OF INCORPORATION\n\n931\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\nPowers of\nact or of the Constitution of the United States; to take or reCorporation\nceive, whether by gift, grant, devise, bequest, or purchase, any\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,\nSEC. 4. That all real property of the corporation within the District of Columbia\n\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\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\nPresident, twelve Vice-Presidents, a Secretary, a Treasurer,\na Board of Directors, an Executive Committee, and a Board\n\nOfficers\n\nofTrustees.\n\nThe Board 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,\nand of all life directors of the National Educational Association .\n\nBoard of\n\nThe United States Commissioner of Education, and all former\n\nDirectors\n\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\nBoard of Directors shall have power to fill all vacancies in their own body ; shall\n\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\nBoard of Trustees, and a member of the Association, to be\n\nchosen annually by the Board of Directors, to serve one year.\nThe said committee shall have authority to represent, and to\n\nExecutive\n\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\nDirectors for the term of four years, and the President of the Association, who\n\n"}
{"page": 993, "printed_page": null, "text": "932\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\nBoard of\nAssociation, at which they were elected, they shall elect one\nTrustees\n\ntrustee for the term of four years . All vacancies occurring in\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\nmembership.\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\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 recommenda-\n\nFund\n\ntion 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\n\nauthority of the Board of Directors. When practicable, the\nBoard of Trustees shall invest, as part of the Permanent Fund, all surplus funds\nexceeding $500 that shall remain in the hands of the Treasurer after paying the\n\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.\nElection of\nSecretary\n\nThe Board of Trustees shall elect the Secretary of the Association, who shall also be Secretary of the Executive Committee,\nand shall fix the compensation and the term of his office for a\nperiod not to exceed four years.\n\nSEC. 8.\n\nThat the principal office of the said corporation shall be in the city of\nWashington, D. C.; provided, That the meetings of the corpora\nLocation of\ntion, its officers, committees, and departments, may be held, and\nOffice\nthat its business may be transacted, and an office or offices may\nbe maintained, elsewhere, within the United States, as may\nbe determined by the Board of Directors, or otherwise in accordance with the\nby-laws.\nSEC. 9. That the charter, constitution, and by-laws of the National Educational\n\nAssociation shall continue in full force and effect until the charter granted by\nthis act shall be accepted by such Association at the next annual meeting of the\nAcceptance of\nThis Charter\n\nAssociation, and until new by-laws shall be adopted ; and\nthat the present officers, directors, and trustees of said Associa-\n\ntion shall continue to hold office and perform their respective\n\nduties as such until the expiration of terms for which they\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association.\n\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": 994, "printed_page": null, "text": "ACT OF INCORPORATION\n\n933\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\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\n\nsuch annual meeting, showing the acceptance of the charter granted by this act by the\nNational Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia ; and, provided further, That\nin the event of the failure of the Association to accept the charter granted by this\n\nact at said annual meeting then the charter of the National Educational Association\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.\n\nThat the rights of creditors of the said existing corporation, known\n\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\nAssembly\nsembly composed of delegates apportioned, elected, and governed 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 Education Association 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\nAssociation of the United States by the active members thereof in annual session at\nSalt Lake City, Utah, July 9, 1920.\n\n"}
{"page": 995, "printed_page": null, "text": "934\n\nNATIONAL EDUCATION ASSOCIATION\n\nBY-LAWS\n\n(Complete as amended at the Annual Business Meeting of the Representative\nAssembly, Indianapolis, Indiana, July 3, 1925. Amendments made at\nthe Indianapolis meeting are in italics. )\nARTICLE I-MEMBERSHIP\n\nMembership\nDefined\n\nSECTION 1. The membership of the National Education Association of the United States shall consist of three classes,\n\nActive, Associate, and Corresponding, whose qualifications,\n\nrights, and obligations shall be as hereinafter prescribed.\nSEC. 2. Active members of the Association shall be those actively engaged in\n\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\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.\nLife Members\nand\n\nLife Directors\n\nAll life members and life directors shall have all\n\nthe rights and privileges of active members without the payment\n\nof annual dues, and shall receive free without application or\n\ncondition the publications of the Association.\nSEC. 5. Associate members of the Association shall be persons who are not\n\nactively engaged in the profession of teaching, but interested\nAssociate\n\nin the promotion of education. The annual dues of an associate\nMembers\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.\n\nSEC. 7. The membership year shall be from September 1\nMembership\nYear\n\nto August 31. All membership dues paid during the mem.\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": 996, "printed_page": null, "text": "935\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\n\nElection of\n\nAssembly composed of delegates apportioned, elected, and gov-\n\nOfficers\n\nerned as hereinafter provided.\nSEC. 2. At the first Business meeting of the Representative Assembly on the\n\nsecond day of the annual meeting of the Association nominations for the following\nofficers shall be made : President, Vice-President, and Treasurer. Candidates for\nsaid offices shall be nominated from the floor upon roll call of the States. On the\nfirstday 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\n\nby the delegates to the Representative Assembly by ballot. Said ballots 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 Presi-\n\ndent 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\n\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.\n\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\n\nto representation in the Representative Assembly as hereinafter\nprovided.\n\nAffiliated State\nAssociations\n\nThe annual dues of an Affiliated State Association\n\nshall be $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- Affiliated Local\nAssociations\ntation in the Representative Assembly as hereinafter provided.\nThe annual dues of an Affiliated Local Association shall be $5,\nwhich shall entitle said Association to receive without application, or other condition, all regular publications of the National Education Association, including the\n\n"}
{"page": 997, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n936\n\nvolume of Proceedings, 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 support of the National Education Association in promoting the interest of such\nAffiliated Association and its members in so far as such interest\n\ncome within the purpose and object of the National Education\nNational, State, Association as set forth in its charter. The Secretary of the\nand Local\nNational Education Association shall, with the advice and\napproval of the Executive Committee, make such arrangements\nRelationships :\n\nfor mutual coöperation between the National Education Association and the State\n\nand Local Affiliated Associations as will promote the welfare of all and advance\nthe interests of the teaching profession.\nSxc. 6.\n\nEach 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\nits members, or major fraction thereof, who are active members\nof the National Education Association. Such delegates shall be designated State\nDelegates.\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.\n\nSEC. 8. Only active members of the National Education Association shall be\neligible to be delegates to the Representative Assembly, and to vote in the election\nof delegates in a State or Local Affiliated Association. An active member shall\nbe permitted to vote for the election of delegates in but one\nSelection of\nAffiliated Local Association. For determining the apportionment\nDelegates\nof delegates, an active member may be counted in two affiliated\n\nassociations, and no more; and that one of these shall be the\nState Association.\n\nSEC. 9. The officers of the National Education Association as named in the\ncharter and the State. Superintendent or Commissioner of Education of each State,\n\nterritory, and district, shall be ex officio delegates to the RepreEx Officio\n\nsentative Assembly.\n\nDelegates\n\npreside at the annual meeting of the Representative Assembly,\nand the Secretary of the Association shall keep the records\n\nThe President of the Association shall\n\nthereof. In case of a tie the President shall cast the deciding vote.\nSEC. 10.\n\nDelegates 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 informa\nDelegates;\ntion thereon as may be obtained from the records of the AssoCredentials;\nciation. The Representative Assembly shall be the final judge\nVoting;\nof the qualifications of delegates. The delegates shall have\nFreedom of\nequal rights and each shall have one vote. Meetings of the\nFloor\nRepresentative Assembly shall be open to the active members\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": 998, "printed_page": null, "text": "937\n\nBY--LAWS\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\n\npurposes and expenses therefor shall be provided.\nARTICLE III-DUTIES OF\n\nOFFICERS\n\nSECTION 1. The President shall preside at all meetings of the Association, and\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\n\ntempore shall be elected.\n\nThe President shall prepare the\n\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\n\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. The\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 author\nized by the Executive Committee between the meetings of the Board of Di\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\nbe under the direction of the Executive Committee, and, in the\n\nDuties of the\nSecretary\n\nabsence of direction by the Executive Committee, shall be under\nthe direction of the President, and shall receive or collect all moneys due the Asso-\n\nciation 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\nin the 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\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.\n\nHe 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.\n\nThe Treasurer shall receive from the Secretary and under the direction\n\nof the Board of Trustees shall hold in safekeeping all moneys paid to the Asso\n\n"}
{"page": 999, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n938\n\nciation; shall pay the same only upon the order of the Board of Trustees; shall\nDuties of the\n\nnotify the President of the Association and the Chairman of the\nBoard of Trustees whenever the surplus funds in his possession\n\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\nthe Executive Committee not later than July 1, and when approved by said committee they shall be transmitted by the committee to the Board of Directors at the first\nregular meeting of the board held during the week of the annual meeting and to the\nRepresentative Assembly at the annual business meeting. The Treasurer shall give\nsuch bond for the faithful performance of his duties as may be required by the\nTreasurer\n\nBoard of Trustees. At the expiration of his term of office, he shall transfer to his\nsuccessor all moneys, books, and other property in his possession belonging to the\nAssociation .\n\nSEC. 4. The Board of Directors shall elect corresponding members as prescribed\nby Section 6 of Article I of these by-laws, shall elect members of the National\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\nBoard of Trustees ; shall recommend to the Executive ComDuties of\nBoard of\nmittee the place for holding the annual meeting of the Associa-\n\ntion, the Council of Education, and the departments. The\n\nDirectors\n\nBoard of Directors shall approve all bills incurred under au-\n\nthority 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\n\nordered by the Representative Assembly at the annual business meeting for the\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.\n\nThe Executive Committee shall assist the presiding officer in arranging\n\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\nExecutive\nCommittee\n\nmittees for investigation or research, the subjects for which may\nhave been suggested by the National Council or by the active\nmembership of the National Education Association or by any of\nits departments ; it shall recommend the amount of money to be\n\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 Com-\n\nmittee thereon, to the Representative Assembly at the annual business meeting.\nAll such special committees shall be appointed by the President of the National\nEducation Association.\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": 1000, "printed_page": null, "text": "BY--LAWS\n\n939\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\n\nDuties of\nTrustees\n\nreport shall be transmitted by the Executive Committee to the\nBoard of Directors at the first regular meeting of the Board held\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. The National Council of Education shall discuss educational questions of public and professional interest; propose to the ExecuFunction of\ntive Committee, from time to time, suitable subjects for inNational\nvestigation and research; have a report made at its annual\nCouncil\nmeeting on \"Educational Progress During the Past Year\" ;\nand in other ways use its best efforts to further the objects of the\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\nMembership\nof the National Education Association. Any active member\nin Council\nof the Association is eligible to membership in the Council and\neach member shall be elected for six years and until his successor is elected. In addition to the 120 members thus selected from the active\nmembership, the National Council may in its by-laws provide for the admission to\n\nmembership of representatives from the several departments of the Association on\nthe basis of equal representation from each department.\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\nten members, and each body shall fill all vacancies in its quota\nof members. No State, territory, nor district in the United\nStates shall have at one time more than seven regular mem-\n\nElection of\nCommittee\nMembers\n\nbers in the Council.\n\nSEC. 4. The annual meeting of the Council shall be held\nTime of Meeting\nduring the week of the annual meeting of the Association.\nSEC. 5. The absence of a regular member from two successive annual meetings\nof the Council shall be considered equivalent to his resignation of membership.\n\nPersons whose regular membership in the Council has expired shall be denominated honorary members of the Council during the time of their\n\nactive membership in the Association with the privilege of attending the regular sessions of the Council and participating\nin its discussions.\n\nLoss of\n\nMembership\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\nduties pertaining to his office, furnish the Secretary of the\n\nOfficers\n\nAssociation a copy of the proceedings of the Council for publication.\n\nSEC. 7. The 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\n\nBy-Laws and\n\nsuch by-laws be submitted to and approved by, the Board of\nDirectors of the Association before they shall become opera-\n\nPowers of\nCouncil\n\ntive\n.\n\n"}
{"page": 1001, "printed_page": null, "text": "940\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\n\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:\n\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\n\nKindergarten Education ; eighth, Library ; ninth, of Music Edu-\n\nDepartments\n\ncation ; tenth, of Normal Schools and Teachers Colleges; eleventh,\nof Rural Education; twelfth, of School Health and Physical\n\nEducation ; thirteenth, of Secondary School Principals ; fourteenth, of Science In-\n\nstruction; 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\n\nDepartments\n\nand no others, shall be eligible to such department membership, 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.\nSEC. 3. Each department shall hold its annual meeting at the time and place\n\nof the meeting of the Association, except as the Executive Committee may approve\nother arrangements .\n\nSEC. 4.\n\nThe object of the meetings of the departments shall be the discussion\n\nof questions pertaining to their respective fields of educational work. The programs of these meetings shall be prepared by the respective Presidents in conferObject of\nDepartment\n\nMeetings\n\nence with, and under the general direction of, the President of\nthe Association. Each department shall be limited to two\n\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\n\ndiscretion of the department officers.\n\nSEC. 5. The officers of each department shall consist of a President, a VicePresident, and a Secretary, who shall be elected at the last formal session of the\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\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.\n\nSEC. 6. The Secretary of each department shall, in addition to performing the\nduties usually pertaining to his office, furnish the Secretary\nDepartment\nof the Association a copy of the proceedings of the meetings\nHeadquarters\nof the department for publication. Provided, No department\nshall establish an office outside of the general headquarters of\nthe Association without the consent of the Executive Committee of the Association.\n\n"}
{"page": 1002, "printed_page": null, "text": "941\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\nRights of\nDepartments\nshall be dropped from the list when discontinued. Each department 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\nvote of the Representative Assembly at any annual business meeting ; provided,\n\nThat a written application for said department, with title and\npurpose of the same, shall have been made at the regular meet-\n\nHow\n\ning of the Board next preceding the one at which action is\n\nEstablished\n\ntaken, or at the preceding annual business meeting, by at least\ntwo hundred fifty members engaged or interested in the field of labor in the interest of which the department is purposed to be established ; provided, That no\n\ngroup shall be admitted to departmental status until it shall have held constructive\nmeetings for at least three successive years. A department already established\nmay be discontinued by the Board of Directors upon a two\nthirds vote taken at a regular meeting, or by a two thirds\nHow\nvote of the Representative Assembly at any business meeting\nDiscontinued\nof the Association ; provided, That announcement has been\nmade of the proposed action at a regular meeting of the board the preceding year,\nor at the preceding annual business meeting. A department shall be discontinued\nwhen it fails to hold a regular meeting for two successive years.\nSEC. 9. Any department, by a two thirds vote of those voting at any regular\n\nbusiness meeting, may levy a membership fee to supplement its allowance from\nthe Association. Such membership fees shall be paid to the\nFees for\nSecretary of the department who shall transmit them monthly\nto the Secretary of the Association. Such funds shall be added\nDepartment\nMembers\nto the department's allowance from the Association and shall\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\n\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\n\nAuditing\nCommittee\n\nwith the communication of the President transmitting the same,\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\nby States\neach State shall select one member for each of the following committees: Credentials, Resolutions, and Necrology. The Committee on Credentials shall receive the official list of the delegates from the Secretary and report thereon to the Representative Assembly.\nSEC. 3. The Committee on Resolutions shall report at the annual business meet-\n\ning of Representative Assembly, and except by unanimous consent, all resolutions\nshall be referred to said committee without discussion.\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\n\n"}
{"page": 1003, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n942\n\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. 4. The Committee on Necrology shall prepare for the\npublished Proceedings a list of the active and corresponding\n\nNecrology\n\nmembers that have died during the year accompanied by memorial sketches whenever practicable.\nSEC, 5. Within thirty days prior to the time of the annual meeting of the\nAssociation, the President shall appoint a competent person, firm, or corporation\nlicensed to do business as expert accountants ; the accountants so appointed shall\nexamine the accounts, paper, and vouchers of the Secretary, the\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\nshall be filed with the President before the opening day of the annual meeting of\n\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 An annual meeting of the Association and its subordinate bodies\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\nMeetings of\nAssembly\n\nDirectors, and\n\n10.30 А. м . The first regular meeting of the new Board of\nDirectors shall be held as soon as practicable and within twentyfour hours after the close of the last session of the annual\n\nmeeting, the place and time of the meeting to be announced in\n\nTrustees\n\nthe printed program. The Board of Trustees shall hold its\nannual meeting at some convenient time and immediately following the meeting of the new Board of Directors referred to above in this section.\n\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\nof the Board of Trustees shall be given to every member of the Board by the\nSecretary thereof.\nARTICLE VIII-PROCEEDINGS\n\nSECTION 1. The proceedings of the Association, the Council, the departments,\nthe commissions and committees, shall be published at the 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\nAbsence of\nthe Association or any of the departments in the absence of the\nAuthor\n\nauthor, without the approval of the President of the Association,\nor of the departments interested, nor shall any such paper,\n\nlecture, or address be published in the Proceedings without the approval of the\nPublication Committee.\n\n"}
{"page": 1004, "printed_page": null, "text": "BY-LAWS\n\n943\n\nARTICLE IX- QUORUM\n\nSECTION 1.\n\nRepresentatives 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\nLimit on\n\ncent of the gross income of the Association each year shall be\n\nInvestigations\n\nset aside for such educational investigations and studies as may\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\nof the 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\nofficial publication of the Association.\n\n"}
{"page": 1005, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n944\n\nNATIONAL 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\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\n\nof the United States, granted by said act of Congress, and adopted by-laws as\nprovided in said act and elected officers ; and the undersigned pursuant to said\nresolutions,\n\nDo hereby certify that the National Education Association of the United States\nhas duly accepted said charter granted by said act of Congress, and adopted bylaws, and is the lawful successor to the National Educational Association.\n\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\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\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.\n\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\n"}
{"page": 1006, "printed_page": null, "text": "CALENDER OF MEETINGS\n\n945\n\nCALENDAR OF MEETINGS\n\nNATIONAL TEACHERS ASSOCIATION, 1857-1870\n1857-PHILADELPHIA, PA. (Organized)\nJAMES L. ENOS, Chairman .\nW. E. SHELDON, Secretary.\n\n1858- CINCINNATI, OHIO\nZ. RICHARDS, President.\nJ. W. BULKLEY, Secretary.\nA. J. RICKOFF, Treasurer.\n\n1859-WASHINGTON, D. С.\nA. J. RICKOFF, President.\nJ. W. BULKLEY, Secretary.\n\nC. S. PENNELL, Treasurer.\n1860-BUFFALO, N. Y.\nJ. W. BULKLEY, President.\nZ. RICHARDS, Secretary.\nO. C. WIGHT, Treasurer.\n1861 , 1862-No session.\n1863- CHICAGO , ILL.\nJOHN D. PHILBRICK, President .\nJAMES CRUIKSHANK, Secretary.\nO. C. WIGHT, Treasurer .\n1864-OGDENSBURG , N. Y.\nW. H. WELLS, President.\nDAVID N. CAMP, Secretary.\nZ. RICHARDS, Treasurer.\n\n1865-HARRISBURG, PA .\nS. S. GREENE, President.\n\nW. E. SHELDON, Secretary.\n2. RICHARDS, Treasurer.\n1866- INDIANAPOLIS , IND.\nJ. P. WICKERSHAM, President.\nS. H. WHITE, Secretary.\nS. P. BATES, Treasurer.\n1867-No session.\n1868-NASHVILLE, TENN .\nJ. M. GREGORY, President.\nL. VAN BOKKELEN , Secretary.\nJAMES CRUIKSHANK, Treasurer.\n1869-TRENTON, N. J.\nL. VAN BOKKELEN, President.\nW. E. CROSBY, Secretary.\nA. L. BARBER, Treasurer .\n1870-CLEVELAND, OHIO\n\nDANIEL B. HAGAR, President.\nA. P. MARBLE, Secretary.\nW. E. CROSBY, Treasurer.\n\nNATIONAL EDUCATIONAL ASSOCIATION , 1871-1907\n1871- ST . LOUIS, MO .\nJ. L. PICKARD, President.\nW. E. CROSBY, Secretary .\nJOHN HANCOCK , Treasurer .\n\n1872\n-BOSTON, MASS.\nE. E. WHITE, President .\nS. H. WHITE, Secretary .\n\nJOHN HANCOck, Treasurer .\n1873-ELMIRA, N. Y.\nB. G. NORTHROP , President .\nS. H. WHITE, Secretary .\nJOHN HANCOCK , Treasurer .\n1874-DETROIT, MICH.\nS. H. WHITE, President.\nA. P. MARBLE, Secretary.\nJOHN HANCOck, Treasurer.\n1875-MINNEAPOLIS , MINN.\nW. T. HARRIS, President.\nМ. В. Аввотт, Secretary.\nA. P. MARBLE, Treasurer .\n1876-BALTIMORE, MD.\nW. F. PHELPS, President.\nW. D. HENKLE, Secretary.\nA. P. MARBLE, Treasurer.\n\n1877-LOUISVILLE, KY.\nM. A. NEWELL, President.\nW. D. HENKLE, Secretary.\nJ. ORMOND WILSON, Treasurer.\n1878-No session.\n\n1879- PHILADELPHIA , PA.\nJOHN HANCOCK, President.\nW. D. HENKLE, Secretary.\n\nJ. ORMOND WILSON, Treasurer.\n1880- CHAUTAUQUA, N. Y.\nJ. ORMOND WILSON, President.\nW. D. HENKLE, Secretary.\nE. T. TAPPAN, Treasurer.\n1881- ATLANTA, GA .\n\nJAMES H. SMART, President.\nW. D. HENKLE, Secretary.\n\nE. T. TAPPAN , Treasurer.\n1882- SARATOGA SPRINGS, N. Y.\nG. J. ORR, President.\n\nW. E. SHELDON, Secretary.\nH. S. TARBELL, Treasurer.\n\n1883- SARATOGA SPRINGS, N. Y.\nΕ. Τ. TAPPAN, President.\n\nW. E. SHELDON, Secretary.\nN. A. CALKINS , Treasurer.\n1884-MADISON, WIS.\nTHOMAS W. BICKNELL, President.\nH. S. TARBELL, Secretary.\nN. A. CALKINS, Treasurer.\n\n1885-SARATOGA SPRINGS, N. Y.\nF. LOUIS SOLDAN, President.\nW. E. SHELDON, Secretary.\nN. A. CALKINS, Treasurer.\n1886-ΤΟΡΕKA, KANS.\n\nN. A. CALKINS, President.\nW. E. SHELDON, Secretary.\nE. C. HEWETT, Treasurer.\n1887- CHICAGO, ILL .\n\nW. E. SHELDON, President.\nJ. H. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n1888-SAN FRANCISCO , CALIF.\nAARON GOVE, President.\nJ. H. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n\n1889- NASHVILLE, TENN.\nALBERT P. MARBLE, President.\nJ. H. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n\n1890-ST . PAUL, MINN.\nJ. H. CANFIELD, President.\nW. R. GARRETT, Secretary.\nE. C. HEWETT, Treasurer.\n1891-TORONTO, ONT.\nW. R. GARRETT, President.\nЕ. Н. Соок, Secretary.\nJ. M. GREENWOOD, Treasurer.\n- SARATOGA SPRINGS, N. Y.\n1892\nЕ. Н. СооK, President.\n\nR. W. STEVENSON, Secretary.\nJ. M. GREENWOOD, Treasurer.\n1893-CHICAGO , ILL .\n(International Congress of\nEducation.)\n\nALBERT G. LANE, President.\nIRWIN SHEPARD, Secretary.\n\nJ. M. GREENWOOD, Treasurer.\n\n"}
{"page": 1007, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n946\n\nOIT, MICH .\n1901-DETRES\nM. GREEN, President.\nJAM\n\n1894-ASBURY PARK, N. J.\nALBERT G. LANE, President.\nIRWIN SHEPARD, Secretary .\nJ. M. GREENWOOD, Treasurer.\nERAS\nNV\n1895-DE\n, CO\nHOL\nRR.AY BUTLER, Pres .\nMULO\nNIC\nIRWIN SHEPARD , Secretary.\nI. C. MCNEILL , Treasurer.\nAL\nFF\n1896-BUNE\nONO,C.N.DOY.\nWT\nUGHERTY, President .\nIRWIN SHEPARD, Secretary .\nI. C. MCNEILL, Treasurer.\nAUSKEE, WI\nLWRLE\nS . R , President .\n1897-MICHA\nR. SKINNE\nIRWIN SHEPARD , Secretary .\nI. C. MCNEILL, Treasurer.\nON , D. C.\n1898-WASHINGTENW\nOOD , President.\nJ. M. GRE\nIRWIN SHEPARD , Secretary.\n\nIRWIN SHEPARD, Secretary .\nL. C. GREENLEE , Treasurer.\nLIS , MINN .\nEAPO\nNNLIA\n1902-MIWIL\nM M. BEA\nRDSHEAR, President .\nIRWIN SHEPARD , Secretary .\n\nCHARLES H. KEYES, Treasurer.\n1903-BOSTONS, MASS . OT\nsident\nCHARLE W. ELI , Pre\nIRWIN SHEPARD , Secretary .\n\n.\n\nW. M. DAVIDSON , Treasurer.\n1904-ST. LOUIS , MO.\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 .\n\nI. C. MCNEILL, Treasurer.\n\n1899-LOS ANGELES , CALIF.\nE. ORAM LYTE, President.\nIRWIN SHEPARD , Secretary.\nI. C. MCNEILL, Treasurer.\n\n1900-CHARLESTON , S. C.\nOSCAR T. CORSON , President.\n\nJAMES W. CRABTREE, Treasurer.\n6\n\nsion\nNATHAN C. SCHAEFFER , President .\nIRWIN SHEPARD , Secretary.\n\n1907-No Sses GE\n-LO AN . LES , CALIF .\n19\n\nJ. N. WILKINSON , Treasurer.\n\nIRWIN SHEPARD , Secretary .\n\nCARROLL G. PEARSE, Treasurer.\n\nNATIONAL EDUCATION ASSOCIATION OF THE\n\nUNITED STATES , 1908LAND , OHIO\n1908-CLEVE\nEDWIN G. COOLEY, President.\nN SHEPARD , SecRL\nretary .\nIRWI\nARTHUR H. CHAMBE AIN , Treas .\nNV\n1909-DE\nCOLO\n. EY, President .\nNZO, D.\nREER\nLO\nHARV\nretary.\nIRWINURSHEPARD , Sec\nARTH\nH. CHAMBERLAIN , Treas .\nON, MASSER\nST\n1910-BOJA\nMES Y.\nJOYN . , President .\nretary.\nIRWINURSHEPARD , Sec\nARTH\nH. CHAMBERLAIN, Treas .\nO\nSC\n1911 - SAN FRANCI\n, CALIF .\nELLA FLAGG YOUNG , President.\nretary.\nIRWINNDSHEPARD , Sec\nW. SPRINGER, Treasurer .\nDURA\nIC\nL.ARSE , President.\n1912- CHCA\n, ILPE\nL G.\nOLO\nRRAG\nEPARD, Secretary.\nIRWIN SHE\nKATHERIN\n\nD. BLAKE , Treasurer .\n\nAH\n1913-SALT LAKE CITY , ILUT\nEDWARD T. FAIRCH D , President .\nDURAND W. SPRINGER, Secretary .\nGRACE M. SHEPHERD, Treasurer.\nUL , MINN,\n1914-ST. PA\nent .\nJOSEPH SWAIN , Presid\nDURAND W. SPRINGER , Secretary.\nGRACE M. SHEPHERD, Treasurer.\nAND , CALIF.\n1915-OAKLern\n(Int ational Congress of\nion\nD at\nVIuc\nDAEd\nSTARR) JORDAN , President.\n\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD , Treasurer.\n1916-NEW YORK, N. Y.N\n\n.\nDAVID B. JOHNSO , ERPresidentary\n\nDURAND W. SPRING , Secret .\nGRACE M. SHEPHERD , Treasurer.\n\nLAND , ORE.\n1917-PORTERT\nJ. ALEY, President.\nROB\nDURAND W. SPRINGER , Secretary.\nTHOMAS E. FINEGAN , Treasurer .\nSBURGH, PA.\n-PITT\n1918\nMARY C. C. BRADFORD , President .\n\nJ. W. CRABTREE , Secretary .\nA. J. MATTHEWS, Treasurer.\n1919-MILWAUKEE , WISR.\nGEORGE D. STRAYE , President .\n\nJ. W. CRABTREE , Secretary.\nA. J. MATTHEWS , Treasurer.\n1920- SALT LAKE CITY , UTAH\nJOSEPHINE CORLISS PRESTON , Pres .\nJ. W. CRABTREE, Secretary.\nA. J. MATTHEWS , Treasurer .\nINES , IOWA\n1921-DES MO\nFRED M. HUNTER , President.\nJ. W. CRABTREE , Secretary .\nCORNELIA S. ADAIR, Treasurer .\nON , MASS .\n2\nSTRL\n192 -BOCHA\nORMOND WILLIAMS , Pres.\nJ. W. CRABTREE , Secretary.\n\nCORNELIA S. ADAIR, Treasurer .\n1923-OAKLAND - SAN FRANCISCO\nWILLIAM B. OWEN , President.\n\nJ. W. CRABTREE , Secretary.\nCORNELIA S. ADAIR, Treasurer .\n1924-WASHINGTON , D. C.\nOLIVE M. JONES, President.\nJ. W. CRABTREE , Secretary .\nCORNELIA S. ADAIR , Treasurer .\n1925-INDIANAPOLIS ,ONIND.\nJESSE H. NEWL , President.\nJ. W. CRABTREE , Secretary .\nCORNELIA S. ADAIR, Treasurer.\n\n"}
{"page": 1008, "printed_page": null, "text": "947\n\nOFFICERS OF DEPARTMENTS\n\nNational Education Association Officers 1924-1925\nJESSE H. NEWLON\nJ. W. CRABTREE ...\n\nPresident..\n\n......\n\n..... Denver, Colo.\n.Washington, D. C.\n.. Richmond, Va.\n\nSecretary\n\nCORNELIA S. ADAIR .......\n\nTreasurer\n\nJESSE H. NEWLON\nOLIVE M. JONES\n\n.President ..\n\nExecutive Committee\n::::\nWALTER R. SIDERS\nCORNELIA S. ADAIR ....\n\nDenver, Colo .\nNew York, N. Y.\nPocatello, Idaho\n.Richmond, Va.\nLos Angeles, Calif.\n\nVice-President .\nChairman, Board of Trustees .\nTreasurer .\n\nIDA CHRISTINE IVERSEN ..... Member by Election ..\n\nBoard of Trustees\nPocatello, Idaho\n\nWALTER R. SIDERS\n\nChairman, Supt. of Schools .\n\nJESSE H. NEWLON\n\nDenver, Colo.\nPresident, Supt. of Schools ...\n.. St. Paul , Minn .\nTeacher, Central High School .\nPresident, American Education Service .. New York, N. Y.\nMilwaukee, Wis.\n3104 Wells Ave., Apt. 410 ..\n\nAGNES E. DOHERTY\nTHOMAS E. FINEGAN ...\n\nCARROLL G. PEARSE\n\n...\n\nVice-Presidents\nOLIVE M. JONES, Principal, Public School 120\nALBERT S. COOK, State Superintendent of Schools .\n\n.New York, N. Y.\n.Baltimore, Md.\n\n......\n::::::::\n\nHAROLD W. FOGHT, President, Northern Normal and Industrial School, Aberdeen, S. Dak.\nJOHN M. FOOTE, State Rural Supervisor, State Department of Education,\nBaton Rouge, La.\n..Augusta, Maine\n\nFLORENCE M. HALE, State Agent for Rural Education .\nJ. O. MARBERRY , University of Wisconsin ...\n\nMadison, Wis .\nMARY F. MOONEY, Director, Department of Texts and Libraries, Office of\nSuperintendent of Schools .\nSan Francisco, Calif.\nMinneapolis, Minn,\nHELEN B. SHOVE, Principal, Longfellow School\nTallahassee, Fla.\nR. M. SEALEY, State High School Inspector ..\nA. A. SLADE, Superintendent of Schools ..\n\n..Casper, Wyo.\nTerre Haute, Ind.\nGlobe, Ariz.\n\nCORA STEELE, Supervising Principal.\nF. E. WEBB, Superintendent of Schools .\n\nBoard of Directors\nDirectors ex Officio\n\nJESSE H. NEWLON, President, Denver,\nColo.\n\nCORDELIA S. ADAIR, Treasurer, Richmond, Va.\n\nOLIVE M. JONES, First Vice-President,\nWALTER R. SIDERS, Chairman of\nNew York, N. Y.\nBoard of Trustees, Pocatello, Idaho\nJ. W. CRABTREE, Secretary, Washington, D. C.\n\nLife Directors\nALEY, ROBERT J. , President of Butler College\n\n..\n\n.Indianapolis, Ind.\n\nBICKNELL, THOMAS W. , 207 Doyle Avenue .\nProvidence, R. I.\nBRADFORD, MARY C. C., 1735 Bellaire Street..\n.Denver, Colo .\nBROWN, ELMER ELLSWORTH, President of New York University .. New York, N. Y.\nBUTLER, NICHOLAS MURRAY, President of Columbia University . New York , N. Y.\n\nCLAXTON, P. P. , Superintendent of Schools .\n\nTulsa, Okla.\n\nCORSON, OSCAR T., Patterson Avenue ...\nOxford, Ohio\nELIOT, CHARLES W., President Emeritus of Harvard University, Cambridge, Mass .\nGRAHAM, H. A., East Broadway ..\n......Mt. Pleasant, Mich.\nHUNTER, FREDERICK M. , Superintendent of Schools ..\n..... Oakland, Calif.\nJOHNSON, DAVID B., President, Winthrop Normal and Industrial\nCollege.\nRock Hill, S. C.\nJONES, OLIVE M., Principal, Public School 120 ...\nNew York , N. Y.\nJORDAN, DAVID STARR, President Emeritus of Stanford University .... California\nJOYNER, JAMES Y .......\nMARSHALL T. MARCELLUS .\n\nRaleigh , N. C.\nStouts Mills, W. Va.\nCarlinville, Ill .\n... Chicago , I11 .\n\nMOORE, ROBERT C., Secretary, State Teachers Association ...\nOWEN, WILLIAM B. , President of Chicago Normal College.\n\nPEARSE, CARROLL G. , 3104 Wells Ave., Apt. 410 ...\n\nMilwaukee, Wis .\nPRESTON , JOSEPHINE CORLISS, State Superintendent of Public Instruction .\nOlympia, Washington\nSKINNER, CHARLES R., Librarian, Legislative Library, Capitol Bldg., Albany, N. Y.\n\nSTRAYER, GEORGE D., Teachers College, Columbia University .\n\n.New York, N. Y.\n\nSWAIN, JOSEPH ..\nTAYLOR, A. R., 225 N. Fairview Street ..\n\nSwarthmore, Pa.\nDecatur. I11 .\n\nTIGERT, JOHN J., U. S. Commissioner of Education .\n\n....... Washington, D. C.\n\nWHITE, CHARLES G ......\nWILLIAMS , CHARI ORMOND, National Education Association .\n\nMenominee, Wis.\nWashington, D. C.\n\n"}
{"page": 1009, "printed_page": null, "text": "948\n\nNATIONAL EDUCATION ASSOCIATION\n\nState Directors\nAlabama..P. W. HODGES, Secretary of Certification and Placement,\nMontgomery\nState Department of Education ...\nAlaska .\n\nLESTER D. HENDERSON, Commissioner of Education .. Juneau\n\nArizona .\n\nArkansas .\n\nSUTTON H. MARTIN, Superintendent of Schools ..... Prescott\nANNIE G. GRIFFEY, Primary Supervisor, Public\n\nCalifornia ..\nColorado .\n\nW. P. DUNLEVY, Teacher, San Diego High School .. San Diego\n\nConnecticut .\nDelaware ..\n\n..E. E. CORTWRIGHT , Superintendent of Schools .... Bridgeport\n.H. V. HOLLOWAY, State Superintendent of Public In-\n\nSchools .....\n\nLittle\n\nRock\n\nH. B. SMITH, Secretary, Colorado Education AssoDenver\n\nciation...\nstruction ....\n\nDover\n\nDistrict of Columbia HARRY ENGLISH, Secretary, Board of Examiners . Washington\nFlorida...\n..W. S. CAWTHON, State Superintendent of Public InTallahassee\n\nstruction .\n\nGeorgia\n\nKYLE T. ALFRIEND, Dean, Bessie Tift College....... Forsyth\n\nHawail.\n\nWILLARD E. GIVENS, Superintendent of Public In-\n\nIdaho .\n\nELIZABETH RUSSUM, State Superintendent of Public\n\n.Honolulu\n\nstruction .\nInstruction ..\nIllinois .\n\nBoise\n\nSARAH L. THOMAS, High School Teacher, 401 Kishwaukee\n\nRockford\n\nStreet ..\n\nIndiana .\n\nH. L. SMITH, Dean, School of Education, Indiana\n\nIowa .\nKansas.\n\nKentucky .\n\nIndependence\n.T. R. ROBERTS, Superintendent of Schools ...\nKansas City\n.M. E. PEARSON, Superintendent of Schools .\n.R. E. WILLIAMS, Secretary, Kentucky Education Asso-\n\nLouisiana\nMaine.\n\n.New Orleans\nLORETTA Doerr, Principal .\nJOSIAH W. TAYLOR, State Agent for Secondary Educa-\n\nUniversity..\n\nBloomington\n\n٠١٠\n\nciation..\n\nLouisville\n\ntion.\n\nMaryland.\n\n...Augusta\n\n..WILLIAM BURDICK, State Supervisor of Physical Education.\n\nBaltimore\n\nMassachusetts ......MARY MCSKIMMON, Principal , Pierce School... Brookline\nTHOMAS E. JOHNSON, State Superintendent of\nMichigan .\nSchools....\nMinnesota\n\nMississippi .\nMissouri ..\nMontana .\nNebraska\nNevada.\n\n.Lansing\n\nW. H. SHEPHARD, Teacher, North High School ... Minneapolis\nKosciusko\n\n.H. V. COOPER, Superintendent of Schools .\nTHOMAS J. WALKER, Missouri State Teachers Association .\nColumbia\n.Butte\nA. H. DOUGLASS , 820 W. Mercury Street .\nLincoln\nM. C. LEFLER, Superintendent of Schools .\n\nMAUDE FRAZIER, Deputy, State Department, Fifth\nDistrict .\n\nLas Vegas\n\nNew Hampshire .... FLORENCE HEWITT, Teacher, High School .....\nNew Jersey .\nNew Mexico .\n\nPortsmouth\n\nCHARLES B. DYKE, Superintendent of Schools .... Short Hills\n\nISABELLE L. ECKLES, State Superintendent of Public\nSanta\n\nInstruction ....\n\nFe\n\nNew York ....\n\nJACKSON GALLUP , Concord School No. 18 ........ Rochester\nNorth Carolina .....ROBERT H. WRIGHT, President, East Carolina Teachers\nGreenville\n\nCollege..\n\nNorth Dakota ...... M. E. MCCURDY, Secretary, State Teachers\nOhio ..\nOklahoma .\nOregon\n\nWashburn\n\nAssociation ...\nR. J. KIEFER, Superintendent of Schools ..\n\n.\nNiles\n\nA. C. PARSONS , Superintendent of Schools .. Oklahoma City\nW. L. VERRY , Teacher, Lincoln High School ....... Portland\nPennsylvania .......J. H. KELLEY , Executive Secretary, Pennsylvania\nState Teachers Association .\nHarrisburg\nManila\nJUAN B. HUYKE, Commissioner of Education ..... San Juaa\n\nPhilippine Islands .. LUTHER B. BEWLEY, Director of Education .\nPorto Rico .\n\nRhode Island ...... WILLIAM O. HOLDEN, Head, Commercial High\nSchool .\n\nPawtucket\n\nSouth Carolina .....GEORGE HARRIS WEBBER, Superintendent of\nSouth Dakota .\n\nSchools .\nBeaufort\nHAROLD W. FOGHT . President, Northern Normal and\nAberdeen\nSchool\nIndustrial\n\nTennessee .\n\n.S. L. SMITH , General Agent for Rural Schools,\n\nTexas .\nUtah...\nVermont .\nVirginia.\n\n.El Paso\nCATHERINE GORBUTT, Principal, Aoy School ..\nW. KARL HOPKINS, Superintendent of Schools....... Ogden\nERNEST A. HAMILTON , Superintendent of Schools ... Newport\n.S . A. MCDONALD, Principal, Ruffner Junior High\n\nJulius Rosenwald\n\nFund .\n\nNashville\n\nSchool.\n\nNorfolk\n\nVirgin Islands ..... ARTIIUR E. LINDBORG, Director of Education .... St. Thomas\nWashington ..\nMRS. JENNIE M. FRENCH, Principal, Point Defiance\nSchool.......\n\nWest Virginia ..... J. H. HICKMAN, Superintendent of Schools ....\nWisconsin .....\nJOHN F. SIMS , President, Stevens Point State\nNormal\n\nSchool .\n\nWyoming .......... A. A. SLADE, Superintendent of Schools ...\n\nTacoma\nHinton\n\n.Stevens Point\n.Casper\n\n"}
{"page": 1010, "printed_page": null, "text": "949\n\nOFFICERS OF DEPARTMENTS\n\nHEADQUARTERS STAFF\n1201 Sixteenth Street Northwest, Washington, D. C.\nJ. W. CRABTREE, Secretary.\n\nDirectors of Divisions\nHELEN T. HIXSON, Director of Accounts\n\nHAROLD A. ALLAN, Business .\n\nand Assistant Treasurer .\nCHARL O. WILLIAMS, Field and Legislative\nSecretary.\nJOY ELMER MORGAN, Publications .\nAGNES WINN, Classroom Service.\nT. D. MARTIN, Records and Membership.\nJOHN K. NORTON, Research.\nS. D. SHANKLAND, Administrative Service and Secretary, Department of\nSuperintendence.\n\nNATIONAL COUNCIL OF EDUCATION\nPresident\n\n..\n\n........ J. M. GWINN, Superintendent of Schools ... San Francisco, Calif.\n\nVice-President .\n\nHENRY LESTER SMITH, Dean of School of Education,\nIndiana University\n...Bloomington, Ind.\n..ADELAIDE\nSTEELE BAYLOR, Federal Board for Vocational\nSecretary ...\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\nOFFICERS OF DEPARTMENTS\nAdult Education\nPresident\n\nVice-President\nSecretary\n\n..... CHARLES M. HERLIHY, Supervisor of Adult Alien Educa-\n\ntion, State Department of Education\nBoston, Mass.\n......... FLORA D. SMITH, Director of Americanization .... Los Angeles, Calif.\nROBERT C. DEMING, Director of Americanization, State\nDepartment of Education...\nHartford, Conn.\n\nTreasurer\n\nELLA THORNGATE, Supervisor of Americanization ...... Omaha, Nebr.\n\nPresident.\n\nROBERT H. WRIGHT, President, East Caroline Teachers'\nCollege...\n..Greenville, N. C.\n\nBusiness Education\n\nFirst Vice-President ..... J. L. JARMAN, State Normal School for Women ... ... Farmville, Va.\nSecretary- Treasurer ..\nPresident\nVice-President\n\nH. C. MINNICH, Dean, School of Education, Miami\n..Oxford, Ohio\nUniversity\n... L. L. JONES, West Commerce High School\n.... Cleveland, Ohio\nIRVING R. GARBUTT, Director of Commercial Education\nand Penmanship, Woodward High School ...... Cincinnati, Ohio\n... J. O. MALOTT, Commercial Department, Yeatman High\nSchool.....\n...... St. Louis, Mo.\n\nSecretary\n\nClassroom Teachers\nPresident ..JULIA A. SPOONER, BOX 188, R. No. 3, Lents Station\nPortland, Oregon\n\nVice-President ......... EULA F. HUNTER, 1324 E. Morphy Street........ Fort Worth, Tex.\nROSE M. BURMASTER, 2172 W. Main Street ... Muncie, Ind.\n\nSecretary\nOther members of the\n\nCharlestown, Mass.\nExecutive Committee ..JULIA A. SULLIVAN, 9 Marion Street ...\nANNA M. THOMPSON, Haddon Hall, Care of Linwood\nKansas City, Mo.\n& Tracy ....\n\nJEAN L. SOULES, 2003 W. First Avenue ...\n\nSpokane, Wash.\n\nDeans of Women\n\nPresident ..............AGNES E. WELLS, Dean of Women, Indiana Univer.\nsity\n\nSecretary\nTreasurer\n\nMARTHA DOAN, Earlham College .\n\nBloomington, Ind.\n..... Richmond, Ind.\n\n..MARY HOOKER JOHNSON, 512 W. 123d Street .......... New York City\nEducational Publications\n\nPresident ................ W. SEARSON, University of Nebraska...\nSecretary\n\nLincoln, Nebr.\n\n...... C. W. TABER, Western Manager of Lippincott & Co...... Chicago, Ill.\n\n"}
{"page": 1011, "printed_page": null, "text": "950\n\nNATIONAL EDUCATION ASSOCIATION\n\nElementary School Principals\nPresident\n\n....... MRS. JESSIE M. FINK, Principal, Palmer School..Grand Rapids, Mich.\n\nIst Vice-President ....... SARA L. RHODES, Principal, Public School 28.\nBrooklyn, N. Y.\n2d Vice- President ........ JOHN MERRILL, Principal, Lingemann School ......... Detroit, Mich.\n3d Vice-President ........ H. B. NORTON, 7922 Underwood Avenue .....\nBirmingham, Ala.\nSecretary\n... IDE G. SARGEANT, Principal, Public School 10 ........ Paterson, N. J.\nTreasurer\n.. COURTLAND V. DAVIS, Principal, J. E. B. Stuart School .. Norfolk, Va,\n\nExecutive Committee .... MARY MCSKIMMON, Principal, Pierce School (term expites 1925) ....\n\nBrookline, Mass.\n\nANNA LAURA FORCE, Lincoln School (term expires 1926) ,\nDenver, Colo.\n\nLUISE KRAUSS, Gratton School (term expires 1927) .....\nSan Francisco, Calif.\nW. T. LONGSHORE, Greenwood School (term expires\n1928) .\n..Kansas City, Mo.\n\nKindergarten Education\n....... EDNA DEAN BAKER, President, National Kindergarten\nand Elementary College ....\n.Chicago, Ill,\nVice-President\n..... MARGARET HOLMES, Assistant Director of Kindergartens .\nNew York City\nSecretary\n.......... FANNIE A. SMITH, Principal, Fannie A. Smith Training\nSchool\n.... Bridgeport, Conn.\nPresident\n\n..\n\nMusic Education\nPresident ....\n\nERNEST G. HESSER, Director of Music, Public Schools ,\nIndianapolis, Ind.\n\n.... ADA BICKING, Supervisor of Music....\n\nSecretary\n\n........... Evansville, Ind.\n\nRural Education\nPresident\n\nVice-President ...\nSecretary\n\nMACY CAMPBELL, State Teachers College\nCedar Falls, Iowa\nHartford, Conn.\n.... N. SEARLE LIGHT, Department of Education ..\n.... MABEL CARNEY, Teachers College, Columbia Univer.New York City\n\nsity\n\nTreasurer\nDetroit, Mich.\n•MARY E. HOWE, Detroit Teachers College ........\nExecutive Committee .... M . S. PITTMAN , Normal College ..\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... Helena, Mont,\n\ntion\n\nFort Collins, Colo .\nC. G. SARGENT, College of Agriculture ..\nCHLOE BALDRIDGE, Superintendent of Nance County\nSchools\n\nJOHN M. FOOTE, Department of Education .\nCORA PEARSON, County Supervisor of\nSchools\n\n.... Fullerton, Nebr.\n\nBaton Rouge, La.\nElementary\nMontgomery, Ala.\n\nJ. S. HOFFMAN, Superintendent of Hunterdon County\nSchools\n\nFlemington, N. J.\n\nRICHARD J. LIBBY, Department of Education ......\n\nAugusta, Maine\n\nERNEST BURNHAM, Western State Normal School . Kalamazoo, Mich.\n\nCHARL O. WILLIAMS, Legislative Secretary, National\nEducation Association.\nWashington, D. C.\nLEE L. DRIVER, Department of Public Instruction .... Harrisburg, Pa.\nKATHERINE M. COOK, Bureau of Education ..\nWashington, D. C.\n\nJ. L. MCBRIEN, Department of Rural Education, State\nNormal School .....\n\nTerre Haute, Ind.\n\nSchool Health and Physical Education\nPresident\n\n.......... CHARLES H. KEENE, Director, Health Education, State\nDepartment of Public Instruction ..\n\n..Harrisburg, Pa.\n\nVice-President ......... MELVILLE STEWART, State Supervisor of Physical EducaWheeling, W. Va.\n\ntion\n\nSecretary- Treasurer ..... Dr. KATHARINE H. K. WOLFE, Director of School Health,\nBoard of Education...\n\n.Lincoln, Nebr.\n\nScience Instruction\nPresident\n\nVicePresident\nSecretary\n\n......\n\n..W. L. EIKENBERG, State Normal School\n\n... E. Stroudsburg, Pa.\n\n...... Galesburg, Ill.\n.... GEORGE W. HUNTER, Knox College .....\n....... EMMA M. GRIEBEL, Head of General Science Department. Lincoln High School ..\n\n.Portland, Ore.\n\n"}
{"page": 1012, "printed_page": null, "text": "951\n\nOFFICERS OF DEPARTMENTS\n\nSecondary Principals\nActing President ........ MILO H. STUART, Arsenal Technical High School ....... Indianapolis\n\nSuperintendence, 1925-26\nPresident ..\n\nIst Vice-President .....\n2nd Vice-President .....\n\nFRANK W. BALLOU, Superintendent of Schools .... Washington, D. C.\nWILLIAM MCANDREW, Superintendent of Schools ....... Chicago , Ill.\n.. Flint, Mich.\nE. E. LEWIS, Superintendent of Schools ..\n\nSecretary .\nS. D. SHANKLAND, 1201 Sixteenth Street N. W... Washington, D. C.\nExecutive Committee .... NORMAN R. CROZIER, Superintendent of Schools (term expires\n\n1929)\n\n.Dallas, Texas\n\nC. B. GLENN, Superintendent of Schools (term expires\n1926)\nBirmingham, Ala .\nF. D. BOYNTON, Superintendent of Schools (term expires\n1927)\nIthaca, N. Y.\nM. G. CLARK, Superintendent of Schools (term expires\n\nSioux City, Iowa\n\n1928)\n\nVisual Instruction\n.. ERNEST L.\n\nPresident\n\nCRANDALL, Director of Lectures,\n\nSchools\n\nVice-President\nSecretary\n\nPublic\nNew York City\n\n.. DUDLEY GRANT HAYS, Director of Visual Education,\nPublic Schools.\nChicago, Ill.\n....... A. W. ABRAMS, Chief of Visual Instruction, State De-\n\n.....\n\nment of Education .\n\n..Albany, N. Y.\n\nOther members of the\n\nExecutive Committee ..A. G. BALCOM, Assistant Superintendent of Schools .... Newark, N. J.\nH. B. WILSON, Superintendent of Schools .........\n\nBerkeley, Calif.\n\nVocational Education\n\nPresident ..........JOHN N. GREER, Assistant Superintendent of Schools ...\nMinneapolis, Minn.\nVice-President\n\nSecretary\n\n.....\n\nBENJAMIN W. JOHNSON, University of California ..... Berkeley, Calif.\n\n.......... J . D. BLACKWELL, State Director of Vocational Education\n\n.... Baltimore, Md.\n\n"}
{"page": 1013, "printed_page": null, "text": "952\n\nNATIONAL EDUCATION ASSOCIATION\n\nHEADQUARTERS STAFF FROM JUNE 1, 1924, THROUGH\nMAY 31 , 1925\nDivisions Arranged in the Order in Which They Were Created\nPERMANENT1\n\nTEMPORARY\n\nSecretary's Office\nBertha Hendricks\n\nJ. W. Crabtree, Secretary\nHarriett M. Chase\nFlorence Metcalf\nRose M. Gaist\n\nDivision of Records and Accounts\nMrs. Helen T. Hixson, Director\n\nJeannette King Bibby\nPauline Ballenger\n\nSuzanne C. Wright\nKatherine Swan\n\nEva W. Cummins\n\nDorothy D. Cragg\n\nC. Hellen Hanford\nGoldie L. Hazard\nMary L. Rawlings\nMary P. Smith\nAurora E. Larson\n\nNora Brown\n\n(Virginia Hereford)\n\n(Marjorie Goldsmith)\n\nDivision of Field Service\nCharl O. Williams, Legislative Secretary\n\nJ. O. Engleman, Field Secretary.\nJuly 31, 1924)\n\n( Resigned\n\nCallie Waldran\nMartha Lavisson\n\nDivision of Business\nH. A. Allan, Director\nLeetha G. Troxel\nEthel L. Saunders\nGrace L.\n\n(Ruth Judd )\n(Nelle Ketchum)\n\nNelson\n\nAddressograph Section\nEdith Nielsen\nElla Ulrich\nAlice S. Werner\n\nCatherine C. Bateman\n\nMarian Ulrich\nEthel Dwyer\nJulia Reynolds\nHenrietta Baltzell\nHazel Behrens\n\nBessie N. Degges\nPauline\n\nMiller\n\nMailing Section\n(W. P. Reily)\n(W. L. Christian)\nHarriet M.\n\nJames Dyer\nElizabeth Woodward\n\nThatcher\n\nMultigraph Section\nFrank Bradley\n\nPermanent employees receive salary by the month. Temporary employees receive pay by\nthe week, and for only part of the year. Many on temporary list were employed for short\nperiods.\n\nParentheses indicate two or more persons serving in same position.\n\n"}
{"page": 1014, "printed_page": null, "text": "953\n\nHEADQUARTERS STAFF\n\nTyping Section\nMabel E. Wheelock\n\nLouise Crown\n\nRebecca Silber\n\nRebecca Norris\nEdna Sands\nMabel Nicholson\nElizabeth Donelson\n\nClyde Chapman\n\nThelma Anderson\nHilda Arken\n\nMay Herriman\nEva Johnson\n\nElizabeth Johnston\nMarion Killian\n\nBlanche Knopp\nFlora Lavisson\nLena Liff\n\nEthel Ballenger\n\nVirginia Lipop\n\nAnna Bowman\nSusie Burns\n\nJasefa McCormack\nVirginia May\nLouise Quinlan\n\nCaro Margaret Chenay\n\nLulu Redmiles\nElla Roberts\n\nDinah Cohen\n\nCathleen Deakins\nAlma Doyle\nMary Dunbar\nPauline Elms\nFlorence Free\nEdith Gloss\n\nJennie Reynolds\nCarroll Shannon\nRae Silverman\n\nAudrey Smith\nHelen Warfield\n\nLaura Goodnow\nGrace Hager\n\nBess Wood\n\nJanitor Service\nMoses Poles\n\n(Jennie Croft)\n(James Poles )\n(Ivan Poles)\nDivision of Publications\nJoy Elmer Morgan, Director\nJessie M. Robbins\nBertha M. Robbins\nHelen Moore\n\nBessie B. Barkley\nMargaret Wills\nElizabeth Trunnell\n\nGladys Cockerille\n\nDivision of Research\nJohn K. Norton, Director\n\nGladys E. Harlow\nIsabel S. Deshler\nMargaret C. May\nMargaret R. Sullivan\nMarie H. Edwards\n\nMargaret M. Alltucker\nAda B. Boyd\nFrances Bradley\nPearl Jones\n\n(Marguerite Smith)\n(Lillian Williamson)\nDivision of Classroom Service\nAgnes Winn , Director\nElizabeth Hand\n\nDepartment of Superintendence and Division of Administrative Service\nS. D. Shankland, Secretary\nAnna\n\nC.\n\nSomdal\n\nDivision of Records and Membership\nA Division of Records and Membership was created by action of the Executive Committee in February, 1925. Theodore D. Martin assumed duties as Director of this division\nMay 15, 1925.\n\n"}
{"page": 1015, "printed_page": null, "text": "COMMITTEES OF THE NATIONAL EDUCATION\n\nASSOCIATION, 1924-25\nCOMMITTEE OF\n\nONE THOUSAND ON CHILD LABOR\n\n(Authorized by the Executive Committee)\n\nJohn F. Sims, Chairman, President, State Normal School, Stevens Point,\nWis. The membership of this committee consists of from fifteen to twenty\nrepresentatives from each of the States.\nCOMMITTEE\n\nOF\n\nONE\n\nHUNDRED\n\nON\n\nCLASSROOM\n\nTEACHERS'\n\nPROBLEMS\n\n(Authorized by Representative Assembly)\nAnna Riddle, Chairman, 217 North 13th\nStreet, St. Joseph, Mo.\nZola Hall, 1716 Jefferson Avenue, Ensley,\nBirmingham, Ala.\nBess Evans , 1005 McGowan Street, Little\nRock, Ark.\n\nAnna Morris, 402 Reserve Avenue, Hot\nSprings, Ark.\nMata Dexter, 117 North Pleasant Street,\nPrescott, Ariz .\n\nEleanor Baptist, Central High School and\nJunior College, Kansas City, Kans .\nEula Bridger, 1720 Central Avenue, Kansas\nCity, Kans. , Instructor, Junior High\nSchool)\nJulia E. Davis, Grade Supervisor, High\nSchool Building, Topeka, Kans.\nElla Lewis, Graded and High School, Leitchfield, Ky.\n\nMrs.\n\nEdna White, 148 Ronada Avenue, Piedmont,\n\nOttie Nickell, Board of Education,\n\nAshland, Ky.\n\nCalif.\n\nAnnie T. Bell, Louisiana University, Baton\nBernice Baxter, 2558 Pleasant Street, Oakland, Calif .\n\nEdna Cotrel , 3240 Clay Street, San Francisco, Calif.\n\nRouge, La.\nMrs. Frances Boyd , River Side Avenue, Fort\nFairfield, Maine.\n\nHelen M.\n\nLulu A. Shelton, 454 65th Street, Oakland,\nWilliam C.\n\nShute, 2612 Williams Street,\n\nKing , Supervising Principal, 8\n\nWalker Street, Portland, Maine.\n\nCalif.\n\nOlive Mount, Public Schools, Mount Airy,\nMd.\n\nDenver, Colo .\n\nMrs. Mary Enoch Warming, Public Schools,\nGrand Junction, Colo.\nJ. H. Risley, Superintendent, District No. 1,\n\nGeorge Fox, Superintendent\nAnnapolis, Md.\n\nof\n\nSchools,\n\nAda E. Chevalier, Pierce School, Brookline,\nMass.\n\nPueblo, Colo .\n\nMrs. Amy Dickinson Warthley, Principal,\nJunior High School, District No. 12,\nSterling, Colo.\n\nAnnie G. Scollard, II Bowitch Street, East\nBraintree 84, Mass.\nJulia Sullivan, 9 Marion Street, Charlestown,\nMass.\n\nJessie A. MacWilliams, 173 Livingston\nStreet (High School) , New Haven, Conn.\nHarriet K. Storer, 291 Lenox Street (Strong\nSchool) , New Haven, Conn.\nMarguerite H. Burnett, State Director of\nImmigrant Education, Wilmington, Del.\nEmma A. Jensen, Central High School,\n\nAnnie C. Woodward, High School, Somerville, Mass.\nMrs. Desalee Ryan Dudley, Assistant County Commissioner, Battle Creek , Mich.\n\nMrs. Annie Kugers, 669 Lake Drive, Grand\nRapids , Mich.\n\nLilian Sterrett, West High School, Minne-\n\nWashington, D. C.\n\napolis, Minn.\n\nHarry English, Head of Department of Mathematics,\n\nFranklin\n\nSchool ,\n\nWashington,\n\nHelen E. Blaisdell, 2024 Penn Avenue, S,\nMinneapolis, Minn.\n\nD. C.\n\nJ.\n\nH. Workman, Principal, High School,\n\nPensacola , Fla.\nInga Olla Helseth,\n\nMary Lee Boyd, Central High School, Jackson, Miss.\n\nFlorida\n\nState\n\nCollege\n\nfor Women, Tallahassee, Fla .\nJessie Muse, Principal, Girls High School,\n\nJohn L. Bracken, Superintendent of Schools,\nClayton, Mo.\n\ntello, Idaho.\nMrs. Alice Cosgrove, 517 S. 4th Street,\n\nAnna M. Thompson, Haddon Hall, Linwood\nand Tracy, Kansas City, Mo.\nMartha Haines, Principal, Glasgow High\nSchool, Glasgow, Mont.\nMiss Merel Beattie, 421 South 15th Street,\n\nPocatello , Idaho.\nCarrie Magee, Park School, East St. Louis,\n\nMrs. Edith Beaumont, State Normal School ,\n\nAtlanta, Ga.\nClara Rector, 424 South 5th Avenue, Poca-\n\nLincoln, Nebr.\n\n111.\n\nWayne, Nebr.\n\nFrances E. Harden, 1543 Sherwin Avenue,\n\nOlive Bayles, Central High School , Omaha,\n\nChicago, I11.\nCora Mull, President, Chicago Teachers\nLeague, 4151 Berkeley Avenue, Chicago,\n\nEva Timmons, Principal,\n\n111.\n\nNebr.\n\nEly, Nev.\nJ. Agnes Connors,\nHarriet\n\nJunior High School, Rockford, Ill.\n\nPublic Schools,\nArlington Street,\n\nPortsmouth, N. H.\n\nH. C. Muth, Principal, Theodore Roosevelt\nGeorgia Alexander, 1516 No. Pennsylvania\nStreet, Indianapolis, Ind.\nEstella Swen, 1250 2nd Avenue, Cedar\n\n735\n\nJ.\n\nOutwin,\n\n409\n\nKnickerbocker\n\nAvenue, Paterson, N. J.\nMrs. Lena B. Sexton, Superintendent of\nDona Ana County Schools, Las Cruces , N.\n\nRapids , Iowa.\n\nMex.\n\nA. J. Burton, Principal, East High School,\n\nChristopher Prestopino, Public School 184,\n\nDes Moines, Iowa.\nElizabeth Graves, Lock\nCity, Iowa.\n\nLena B. Stinson,\n\nNew York City.\nBox\n\n199,\n\nMason\n\n130 Washington Street,\n\nMount Vernon, N. Y.\n[954]\n\n"}
{"page": 1016, "printed_page": null, "text": "955\n\nCOMMITTEES FOR 1924-25\n\nMiss Charlie M. Noble, 1511 Cooper Street,\n\nMartha Wilson, Public School 127 , New\n\nFort Worth, Tex.\n\nYork City.\n\nMrs. Otho Hanscom, Professor of Education,\nNorth Texas State Teachers College, Den-\n\nFrank Paine, Public School 120, New York\nCity.\n\nton, Tex.\n\nClaire Lathrop, 213 North 5th Street, Wil-\n\nOra Johnson, Brackenridge High School,\nSan Antonio, Tex. ( 501 E. Dewey St.) .\nEula F. Hunter, 1324 E. Morphy Street, Fort\n\nmington, N. C.\n\nMildred E. English , Assistant Superintendent of Schools, Raleigh, N. C.\nM. Beatrice Johnstone, Superintendent of\nGrand Forks County Schools, Grand\n\nWorth, Tex.\n\nGeorge Archibald, 632 East 6th South, Salt\nLake City, Utah.\n\nForks , N. Dak.\n\nAgnes K. Dewey, 375 North 1st East,\n\nBertha Ruess, 126 South Main Street, Mansfield, Ohio.\n\nLogan, Utah.\n\nCaroline S. Woodruff, Principal, Teachers\nTraining Course, St. Johnsbury, Vt.\nRobert M. Newton, Division Superintendent of Schools, Hampton, Va.\nAlice Macy, N. 2427 Stevens Street, Spo-\n\nEdna Joseph, Elementary Supervisor, Elyria,\nOhio.\n\nJessie D. Newby, Irving High School, Okláhoma City, Okla.\n\nViola Ortschild,\n\n385 Vancouver Avenue,\n\nPortland, Oreg.\n\nkane, Wash.\n\nJean L. Soules, 2003 West ist Avenue, Spokane, Wash.\nNellie B. Sterrett, 1427 East Pike, Seattle,\n\nJulia Spooner, Box 188 Route No. 3, Lents\nStation, Portland, Oreg.\n\nJessie A.\n\nSkinner, Campbell Hill Hotel,\n\nPortland, Oreg. ( Jefferson High School ) .\nBertha B. Wagner, Teacher of Home Eco-\n\nWash.\n\nMrs. Ethel Hill, 2556 First Avenue, Huntington, W. Va.\nAnthonette Durant, Platteville Normal\n\nnomics, Watsontown, Pa.\n\nWill G. Chambers, Dean, School of Education,\n\nPennsylvania State College, State\n\nSchool, Platteville, Wis.\n\nW. A. Clark, State Normal School, Stevens\n\nCollege, Pa .\n\nCharles E. Dickey, Superintendent of Schools,\n\nPoint, Wis.\n\n595 Union Arcade Buiding, Pittsburgh, Pa.\nE. Louise King, 138 Cross Street, Central\n\nEthel Gardner, President, Milwaukee Teachers Association, Milwaukee, Wis.\n\nFalls, R. I.\n\nAnna Youngquist,\n\n345\n\nCoffeen Avenue,\n\nFannie F. MacDonald, 123 Waterman Street,\nSheridan , Wyo .\n\nProvidence, R. I.\n\nEmily Griffith, Principal, Opportunity School,\n\nR. C. Burts, Superintendent of Schools, Rock\nHill, S. C.\nHelen Richie, Washington School, Aberdeen,\nS. Dak.\nMrs. Mary Saunders, Public Schools, Pierre,\nS. Dak.\nLaurie Cash, 649 North Dunlap, Memphis,\n\nDenver, Colo .\n\nLester D. Henderson, Commissioner of Education, Juneau, Alaska.\nEmily Ewaliko, 11 Ewaliko Lane, Hilo,\nHawaii.\n\nAgnes Winn, Director of the Division of\n\nTenn.\n\nNellie Pearl O'Neill, Germantown, Shelby\n\nClassroom Service, 1201 Sixteenth Street,\nN. W. , Washington, assigned consulting\nmember.\n\nCounty, Tenn.\n\nCOMMITTEE OF ONE HUNDRED ON THE PROBLEM OF RETIREMENT\nALLOWANCES\n\nAuthorized by Representative Assembly)\n(\n\nPhilip E. Carlson, Chairman, 2547 Tenth\nAvenue, Minneapolis, Minn.\nMrs. Mary M. Davis, 2905 19th Avenue,\n\nH. V. Holloway, State Superintendent of\nPublic Instruction, Dover, Del.\nEdith Louise Grosvenor, The Iowa, Apt. 73,\nWashington, D. C.\n\nEnsley, Ala.\n\nC. B. Glenn, Superintendent of Schools,\n\nSelden M. Ely, Gales School, Washington,\n\nBirmingham, Ala.\nNina Christian, 1500 Broadway, Little Rock,\n\nRuby Lorance, Box 750, West Palm Beach,\n\nArk.\n\nD. C.\nFla.\n\nA. B. Hill, State Superintendent of Public\nInstruction, Little Rock, Ark.\n\nA. C. Cleveland, Superintendent of Schools,\nValdosta, Ga.\n\nA. J. Matthews, President, Tempe Normal\nSchool, Tempe, Ariz.\nHelen Lamb, North Arizona Normal School,\n\nElizabeth Russum, State Superintendent of\nPublic Instruction, Boise, Idaho.\n\nD. Walter Potts, Superintendent of Schools,\nEast St.\n\nFlagstaff, Ariz.\n\nCarrie Daley, 1439 Oak Street, San Francisco, Calif.\nJames Ferguson, Principal, High School,\nChico, Calif.\nHannah C. Bynon, 1837 Van Ness Avenue,\nFresno, Calif.\n\nLouis, Ill.\n\nSarah L. Thomas, High School, Rockford,\n111.\n\nGeorgia Alexander , 1516 North Pennsylvania Street, Indianapolis , Ind.\nHelen Doty, 314 Chandler Avenue, Evansville, Ind.\n\nVista\n\nM. G. Clark, Superintendent of Schools,\n\nWilhelmina Van de Goorberg, 716 Security\nBuilding, Los Angeles, Calif.\nJohn J. Johnson, Dean, Western State College, Gunnison, Colo.\nMrs. Grace Shoe Smith, Instructor, High\nSchool, Denver, Colo.\nJanet M. Purdue, Dean, New Haven High\n\nLucy Hobbs, High School, Sioux City, Iowa.\nJ. J. Maxwell, 22 South 19th Street, Kansas City, Kans.\nAnnie M. Young, 1618 Jaeger Avenue,\nLouisville , Ky.\nC. E. Laborde, County Superintendent of\nSchools , Marksville, La.\nP. H. Griffith, Executive Secretary , Louisiana Teachers Assn. , Baton Rouge, La.\n\nMarguerite\n\nVineyard,\n\n1119\n\nBella\n\nAvenue, Oakland, Calif.\n\nSioux City, Iowa.\n\nSchool, New Haven, Conn.\n\nHarold E. Chittenden, Superintendent\nSchools, Naugatuck, Conn.\n\nof\n\n"}
{"page": 1017, "printed_page": null, "text": "956\n\nNATIONAL EDUCATION ASSOCIATION\n\nAdelaide Finch, Principal, Training School,\n\nMargaret J. Mitchell, University of Okla-\n\nLewiston, Maine.\n\nhoma, Norman, Okla.\n\nE. W. Broome, Superintendent of Schools\nRockville, Md.\nMollie R. Hobbs, 823 North Fremont Avenue, Baltimore, Md.\n\nMrs. Phœbe A. Mathews, 159 Morrison\nAvenue, West Somerville, Mass.\nEllen F. O'Connor, West Roxbury High\nSchool, Boston, Mass.\nE. C. Warriner, President, Central Michigan\nNormal School, Mt. Pleasant, Mich.\n\nC. E. Ferguson, 829 East 77th Street, N.\nPortland, Oreg.\n\nOliver P. Cornman, Associate Superintendent of Schools, Philadelphia, Pa.\nLucy W. Glass, 2056 Whitehall Street, Harrisburg, Pa.\n\nJoseph Swain, Swarthmore College, Swarthmore, Pa .\n\nWillard H. Bacon, Superintendent of Schools,\nWesterly, R.\n\nMargaret Strahan, Lexington School, Grand\nRapids , Mich .\n\nElla M. Probst, Principal, Longfellow\nSchool, Minneapolis, Minn.\nCharles L. Richardson, 748 Plymouth Building, Minneapolis, Minn.\nEthel Emerson, 905 East 30th Street, Kansas City, Mo.\n\nMrs.\n\nMary\n\nI.\n\nM.\n\nNugent,\n\n2486 Pawtucket\n\nAvenue, E. Providence, R. I.\n\nR.\n\nC.\n\nBurts,\n\nSuperintendent of Schools,\n\nRock Hill, S. C.\n\nBeulah Davidson, Creaven and New Streets,\nBeaufort , S. C.\n\nSara Johnston, Box 162, Rapid City, S. Dak.\n\nUniversity of Missouri,\n\nLydia Leistikow, 503 S. Kline Street, Aber-\n\nJohn R. Kirk, President, State Teachers Col-\n\nKatharine Ingraham, Public Schools, Boli-\n\nElla V.\n\nDobbs,\n\nColumbia, Mo.\n\ndeen, S. Dak.\nvar, Tenn.\n\nlege, Kirksville, Mo.\n\nMina Petrashek, Deputy Superintendent of\nPublic Instruction, Helena, Mont.\nDr. Freeman Daughters, Missoula, Mont.\nH. B. Heidelberg, Superintendent of Schools ,\nClarksdale, Miss.\n\nO.\n\nL.\n\nWebb ,\n\nSuperintendent of Schools,\n\nDavid City, Nebr.\n\nCosima Zack, 1909 11th Street, Columbus,\n\nR. L. Jones, Superintendent of Schools,\nMemphis, Tenn.\nMamie Bastian, 812 Bell Avenue, Houston,\nTex.\n\nW. E. Garnett, Agricultural and Mechanical College, College Station, Tex.\nMelvin Wilson, Public Schools, Payson,\nUtah .\n\nFrances Qualtrough , 3036 South 7th East,\n\nNebr.\n\nB. D. Billinghurst, Superintendent of Schools,\nReno, Nev.\nReno, Nev.\nW. Ernest Butterfield,\n\ntleboro, Vt.\n\nA. H. Hill, Superintendent of Schools, RichCommissioner\n\nof\n\nEducation, Concord, N. Η .\nJohn Enright, State Commissioner of Education, Trenton, N. J.\n\nmond, Va.\nLucy M. Holt, 121 West 28th Street, Norfolk, Va.\n\nMyra L.\n\nEllen Herron , East College, Roswell, N. Mex.\nMagnus Gross , Municipal Building, New\nYork City.\n\nSnow, 4043 8th Avenue N. E..\n\nSeattle, Wash.\n\nMargaret Richardson, Stanford Hotel, Spokane, Wash.\n\nIsabel A. Ennis, 500 Park Avenue, New\nYork City.\n\nMrs. R. A. Carls, 114 Morningside Drive,\nNew York City.\n\nJule B. Warren, Secretary, North Carolina\nEducation Assn. , Box 887, Raleigh, N. C.\nGeorge Howard, Jr. , Director of School\nOrganization,\n\nSalt Lake City, Utah.\n\nMildred Spooner, Lindenhurst Street, Brat-\n\nLibby C. Booth, Principal, Public Schools,\n\nDepartment of Public In-\n\nstruction, Raleigh , N. С.\nGertrude Hoag, 328 de Lendrecie Block,\nFargo, N. Dak.\n\nMilton Nugent, Superintendent of Schools,\n\nMrs. Ethel Hill, 2556 First Avenue, Huntington, W. Va.\nMrs. C. H. Hamill, 104 Henry Avenue,\nElkins, W. Va.\nE. G. Doudna, Secretary, Wisconsin Teachers Assn. , 611 Beaver Bldg. , Madison,\nWis.\n\nElizabeth McCormick, Public Schools, Superior, Wis .\nE. B. Skinner, University of Wisconsin,\nMadison, Wis .\n\nAnna Youngquist, 345 Coffeen Avenue, Sher-\n\nLarimore, N. Dak .\n\nM. Emma Brookes, Principal, Miles School,\nCleveland, Ohio .\n\nJosephine Hammond, Public Schools, Steubenville, Ohio .\n\nHarry E. Hazel, 871 Parkwood Drive, Cleveland, Ohio.\n\nidan, Wyo.\n\nIda MacDonald, Librarian, Territorial Normal School, Honolulu, Hawaii.\nJoy E. Morgan, Director of the Division of\nPublications of the N. E. A. , assigned\nconsulting member, 1201 Sixteenth Street\n\nCOMMITTEE OF ONE HUNDRED ON RURAL TEACHERS ' PROBLEMS\n\n(Authorized by Representative Assembly)\nSam H. Cohn, Deputy Superintendent of\n\nHarold W. Foght, Chairman, President,\nNorthern Normal and Industrial School,\nAberdeen, S. Dak .\nBessie Wells, 2911 Avenue E, Ensley,\nBirmingham, Ala.\nN. R. Baker, Superintendent of Jefferson\n\nPublic Instruction, Sacramento , Calif.\nCaroline\n\nM.\n\nWebb,\n\nUnion\n\nHouse,\n\nSacra-\n\nmento County, Calif.\nE. C. Cash, Box 35, Motor A. R. R., Pueblo,\nColo.\n\nCounty Schools, Birmingham, Ala.\nA. B. Hill, State Superintendent of Public\n\nC. G. Sargent, State Agricultural College,\n\nInstruction, Little Rock, Ark.\nW. E. Halbrook, State Agent\nSchools , Little Rock, Ark.\n\nMrs. Grace Cummings, County Superintendof Rural\n\nMrs. Eva Ehrenfeld, Rural School Teacher,\nHillside, Ariz.\n\nLouise B.\n\nLynd,\n\nTempe, Ariz .\n\nTempe Normal School,\n\nFort Collins, Colo.\n\nent of Schools, Delta, Colo.\nA. B. Meredith, Commissioner of Education,\nHartford, Conn.\n\nRussell F. Lund, Supervisor of Elementary\nAgriculture, 365 Main Street, Glastonbury,\nConn.\n\n"}
{"page": 1018, "printed_page": null, "text": "COMMITTEES FOR 1924-25\n\n957\n\nH. V. Holloway, State Superintendent of\n\nG. C. Dilworth, Superintendent of Schools,\n\nPublic Instruction, Dover, Del.\nEdith Lathrop, Bureau of Education, Washington, D. С.\nCharles M. Fisher, County Superintendent\nof Schools, Miami , Fla.\nGertrude McArthur, Public Schools, Tal-\n\nMrs. Florence Lowry, Paradise Valley, Nev.\nWilliam K. English , President, Cheshire\nCounty Teachers Assn. , Main Street, Wal-\n\nSparks , Nev.\n\npole, N. H.\n\nJ. M. Arnold, County Superintendent of\n\nlahassee, Fla .\n\nSchools, Trenton, N. J.\n\nW. G. Scott, Technical High School, Atlanta, Ga.\n\nWalter B. Hill, State Rural Agent, Atlanta,\n\nJohn Enright, State Commissioner of Education, Trenton, N. J.\nA. Montaya , County Superintendent of\n\nGa.\n\nSchools, Albuquerque, N. Mex.\n\nMargaret Sweet, State Rural School Supervisor, Box 4, Lewiston, Idaho.\n\nFannie Spaits Merwin, County Superintend-\n\nMabel Carney, Teachers College, Columbia\nUniversity, New York City.\nGeorge W. Works, Cornell College, Ithaca,\n\nent of Schools, Havana, Ill.\n\nN. Y.\n\nHarriett Birminger, Allendale, III.\nJasper L. McBrien, Head Rural Dept. Central State Teachers College, Edmond,\nOkla.\n\nHilda M. Hughes, County Superintendent of\nSchools , Lagrange, Ind.\n\nAgnes Samuelson, Extension Department,\nIowa State Teachers College, Cedar Falls,\n\nIla Johnston, Box 107 , Asheville, N. C.\n\nN. W. Walker, 320 Rosemary Street, Chapel\nHill, N. C.\nA. C. Berg , Rural School Inspector, Bismarck , N. D.\n\nAgnes Jones, County Superintendent\nSchools, Hattinger, N. Dak.\n\nE. O. McCowen, County Superintendent of\n\nIowa.\n\nSchools ,\n\nMacy Campbell, Public Schools, Cedar Falls,\n\nPortsmouth, Ohio.\n\nA. G. Yawberg, County Superintendent of\n\nIowa.\n\nBertha Tyler, Superintendent Consolidated\nSchool , Orient, Iowa.\n\nOlive Thompson, County Superintendent of\n\nSchools, Cleveland, Ohio.\nH. E. Watson, Route 1 , Olustee, Okla.\nJ. C. Muerman, State Teachers College,\nDurant, Okla.\n\nSchools , Kansas City, Kans .\n\nMrs. Mary Milligan Stroud, 505 Missouri\nStreet, St. Marys, Kans.\nFlora Guethlin, County Superintendent of\n\nMrs. Alice M. M. Bacon, County Superintendent of Schools , Grants Pass, Oreg.\n\nMaude Northcutt, County Superintendent of\nSchools , Normal, Okla.\n\nRice County Schools, Lyons , Kans .\n\nJ. V. Chapman , State Supervisor of Rural\nSchools, Frankfort, Ky.\nF. C. Button, President, State Normal\nSchool , Morehead, Ky.\nJohn M. Foote, State Rural School Supervisor, Baton Rouge, La.\n\nW. C. Roaten, 412 5th Street, DeRidder, La.\nWalter J. Rideout, Superintendent of Schools,\n\nJ.\n\nA. Churchill, State Superintendent of\nPublic Instruction, Salem, Oreg.\nLee L. Driver, Director, Rural Education,\nHarrisburg, Pa.\n\nIrving C. Mitchell, Superintendent of\nSchools, Valley Falls, R. I.\nLillian E. Knowles, R. F. D. 41, Narragansett Pier, R. I.\n\nD.\n\nDover-Foxcroft, Maine.\n\nEvelyn Hodgdon, Teacher of Model Rural\nSchool , Gorham, Maine.\nRuth Holgate, Rural Helping Teacher, 289\nCollege Street, Lewiston, Maine.\n\nRuby\n\nof\n\nCatherine Culleton, Wapakoneta, Ohio.\n\nHayman, Rock-a-walkin, '\n\nWicomico\n\nL. Lewis, Rural School Supervisor,\nColumbia, S. C.\nBonnie Martin, Assistant in Rural Education, Pierre, S. Dak.\nSue M. Powers, Court House, Memphis,\nTenn.\n\nCounty, Md.\nJennie Jessop, Supervisor of Rural Schools ,\nTowson, Md.\n\nNorman Frost, Professor of Rural Education, George Peabody College, Nashville,\n\nHarry H. Lowry, Superintendent of Schools,\n\nM. E. Moore, Superintendent of Schools ,\n\nWaltham, Mass.\n\nBeaumont, Tex.\n\nDavid Malcolm, Superintendent of Schools,\nHinsdale,\n\nMass.\n\nFred C. Fischer, Assistant County Commissioner,\n\n501\n\nCounty\n\nTenn.\n\nBuilding,\n\nDetroit,\n\nMich.\n\nLela M. McDowell, R. F. D. No. 3 , Kalamazoo , Mich.\nErnest C. Burnham, Head, Rural Department, Western State Normal School, Kalamazoo, Mich.\n\nAmalia M. Bengston, County Superintendent\nof Schools, Olivia, Minn.\nAnna Swenson, State Supervisor, Historical\nBuilding, St. Paul, Minn.\nMabel Hondo, 2636 Dupont Avenue N.,\nMinneapolis, Minn .\nV. Josephine Fitts. County Superintendent\n\nCharleston , W. Va.\n\nElsie Hildebrandt, Rural Teacher, Schofield,\nWis.\n\nO. M.\n\nof Schools, Natchez , Miss.\n\nJ. T. Calhoun , State Supervisor of Rural\nSchools , Jackson, Miss.\nGrace M. Shepherd, State Teachers College,\nMaryville, Mo.\nW. T. Clopton, Superintendent of Schools,\nPineville, Mo.\nA. A. Wood, Superintendent\nLibby. Mont.\n\nTaylor Brockbank, R. D. 4. Murray, Utah.\nCaroline S. Woodruff, Principal, Teachers\nTraining Course, St. Johnsbury, Vt.\nRobert Μ. Newton, Superintendent of\nSchools, Franklin, Va.\nMrs. F. C. Beverly, Principal, Whitmell High\nSchool, Whitmell, Va.\nMrs. Minnie G. Bean, Director of Elementary Grades , Tacoma, Wash.\nZ. May Meighen, Box 86, Olympia, Wash.\nA. S. Burrows , County Superintendent of\nSchools , Seattle, Wash .\nJ. D. Muldoon, Supervisor, Rural Schools,\n\nof Schools,\n\nG. H. Willman, Superintendent of Schools,\nChinook , Mont.\nLyle Guyer , Rural Teacher, Blair. Nebr.\n\nNeale, Director, Rural Education,\n\nState Normal School, Stevens Point, Wis.\n\nJohn F. Sims, President, State Normal\nSchool, Stevens Point, Wis .\nMay Hamilton, County Superintendent of\nSchools , Casper, Wyo .\n\nH. M. Wells, Supervising Principal of Maui\nSchools, Hamakuapoko, Maui, Hawaii.\nCharl O. Williams, Director of the Division\nof Legislative Work of the N. E. A. assigned consulting member, 1201 Sixteenth\nStreet N. W., Washington, D. C.\n\n"}
{"page": 1019, "printed_page": null, "text": "958\n\nNATIONAL EDUCATION ASSOCIATION\n\nCOMMITTEE\n\nOF\n\nONE HUNDRED\n\nON\n\nTHE\n\nPROBLEM\n\nOF\n\nTENURE\n\n(Authorized by Representative Assembly)\nFred M. Hunter, Chairman, Superintendent\nof Schools , Oakland, Calif.\n\nJohn W. Abercrombie, State Superintendent\nof Education, Montgomery, Ala.\nC. C. Denny, Public Schools, Conway, Ark.\nAnnie G. Griffey, Primary Supervisor, 2110\nBattery Street, Little Rock, Ark.\nEmma Brosam, 825 N. and Avenue,\n\nMrs. Elizabeth U. Haney, Vocational High\nSchool, Minneapolis, Minn.\nMrs. E. L. Kent, Secretary, Montgomery\nCounty Teachers Assn. , Winona, Miss.\nCharles A. Lee, State Superintendent of\nPublic Schools, Jefferson City, Mo.\nA. G. Capps, Associate Professor, School\nAdministration, University of Missouri ,\nColumbia, Mo.\n\nPhoenix, Ariz.\n\nJohn D. Loper, Superintendent of Schools,\nPhoenix , Ariz.\n\nMark Keppel, County Superintendent of\nSchools, Los Angeles, Calif.\nMrs. Emma A. Dacre, 45 Henry Street,\nSan Francisco, Calif.\n\nR. J. Cuningham, Secretary, Montana State\nTeachers Assn., Room 9, Kohrs Block,\nHelena, Mont.\n\nFlorence Case, 514 West 23rd Street, Kearney, Nebr.\n\nW. D. Blaine, Superintendent of Schools,\nGlenwood Springs, Colo.\nEdward B. Sellew, Superintendent of\n\nCecile Hoehne, High School , Beatrice, Nebr.\nW. W. Anderson, Superintendent of Schools,\nTonopah, Nev.\nMrs. Alice Rose, Battle Mountain, Nev.\n\nSchools, Middletown, Conn.\nClara Mendenhall, 8th and Woolaston Streets,\nWilmington, Del.\n\nClifton A. Towle, Superintendent of Schools,\nExeter, N. Η .\nIde G. Sargeant, Principal, Public School\n\nAnne Goding, Wilson Normal School, Washington, D. C.\nSuperintendent\nJames S. Rickards,\nSchools, Fort Lauderdale, Fla.\n\nof\n\nJane A. Davis, 113 North Blvd.,\nJulia Prentiss, 216 West Jessamine Street,\nMrs.\n\nTampa, Fla.\n\nFitzgerald, Ga.\n\nEthel Redfield, High School Inspector, State\nDepartment, Boise, Idaho.\n\nFlora E. Eddy, P. O. Box 257, Rockford,\n111.\n\nMargaret Murphy, Principal, High School,\nCarlinville, Ill.\nH. Lester Smith, Indiana University, Bloomington, Ind.\n\nNo. 10, Paterson , N. J.\nIsabel Eckles, State Superintendent of Public Instruction, Santa Fe, N. Mex.\n\nJackson Gallup, Principal, Public School 18,\nRochester, N. Y.\nJohn F. Harris, Principal, Public School\n44, Brooklyn, N. Y.\nMrs. Bridgett C. Peixotto, 274 Beach 141st\nStreet, Belle Harbor, N. Y.\nBeulah Searing, 1131 Bergen Street, Brooklyn, N. Y.\nNora Barron, 738 Cromwell Avenue, St.\nPaul, Minn.\n\nA. J. Hutchins , Superintendent of Schools,\nCanton, N. C.\n\nSue Nash, 201 S. Fulton Street, Salisbury,\n\nIola Quigley, 928 30th Street, Des Moines,\nIowa.\n\nWalter B. McMahon, 1102 N. 2nd Street,\nClinton, Iowa.\n\nN. C.\n\nMinnie J. Neilson , State Superintendent of\nPublic Instruction, Bismarck, N. Dak.\nM. E. McCurdy, Secretary, N. D. State\n\nClara Johnston, 1509 Clay Street, Topeka,\nKans.\n\nTeachers Assn. , Washburn, N. Dak.\n\nA. T. Carr, South High School, Cleveland,\n\nL. A. Lowther, Superintendent of Schools,\n\nOhio.\n\nA. L. Eyler, 4311 Franklin Avenue, Nor-\n\nEmporia, Kans.\n\nR. E. Williams, Secretary, Kentucky Education Assn. , 319-320 Starks Bldg., Louis-\n\nwood, Ohio.\n\nAnna Lockwood Peterson, 18 Haddon Hall,\nCincinnati, Ohio.\n\nville, Ky.\n\nMiss Reed Potter, 1234 State Street, Bowl-\n\nEtta Dale, 505 South Rock Island, El Reno ,\nOkla.\n\ning Green, Ky.\n\nLoretta Doerr, 1324 North Rampart, New\nNicholas Bauer, Superintendent of Schools ,\nNew Orleans, La.\n\nW. B. Woodbury, Superintendent of Schools,\nSkowhegan, Maine.\n\nlicott City, Md.\n\nStella E. Brown, Board of Education, Frederick, Md.\n\nK.\n\nPrincipal,\n\nFrederick\n\nHigh School, Frederick, Md.\n\nJulia Sullivan, 9 Marion Street, Charles-\n\nSuperintendent\n\nof Schools,\n\nOreg.\n\nAddie M. Clark, 331 Chamber of Commerce\nBuilding, Portland, Oreg.\nAllentown, Pa.\n\nJessie Gray, 1210 Fillmore Street, Philadelphia, Pa.\nJohn Adams, Principal, Perry School, Pittsburgh, Pa.\ndence, R. I.\n\nHerbert W. Lull, Superintendent of Schools,\n35 Powell Avenue, Newport, R. I.\n\nDavid B. Johnson, President, Winthrop Col-\n\ntown, Mass.\n\nJeremiah E. Burke, Superintendent Schools,\nBoston, Mass.\n\nHartwell, 45 Maple Avenue,\n\nGreenfield, Mass.\n\nR. W.\n\nIves ,\n\nCharles Carroll, College of Education, Provi-\n\nKlingaman,\n\nMildred M.\n\nL.\n\nNell Dawson, 173 Bond Street, Astoria,\n\nH. W. Dodd, Superintendent of Schools,\n\nC. W. Bickford, Superintendent of Schools,\nLewiston, Maine.\nMrs. Elizabeth Poisal, Public Schools, El-\n\nW.\n\nA.\n\nApache, Okla.\n\nOrleans, La.\n\nWard,\n\nSuperintendent of Schools ,\n\nOtsego, Mich.\n\nlege, Rock Hill, S. C.\nA. H. Seymour, 1518 South Grand Street,\nAberdeen, S. Dak.\n\nSara Johnston, Box 162, Rapid City, S. D.\nO.\n\nH.\n\nBernard,\n\nState Agent for Rural\n\nSchools, Nashville, Tenn.\n\nElizabeth McCrickett, Public Schools, Ypsi-\n\nMrs.\n\nlanti, Mich.\nMargaret King, Elementary School Princi-\n\nMrs. Lucy Walton, 3415 Richmond Street,\n\npal, 842 Laurel Avenue, St. Paul, Minn .\nHelen Shove, 3116 Clinton Avenue, Minneapolis, Minn.\n\nL.\n\nS.\n\nGillentine,\n\nMiddle Tennessee\n\nNormal School, Murfreesboro, Tenn.\nEl Paso, Tex.\n\nR. B. Cousins, President, South Texas State\nTeachers College, Kingsville, Tex.\n\n"}
{"page": 1020, "printed_page": null, "text": "COMMITTEES FOR 1924-25\n\n959\n\nW. Karl Hopkins, Superintendent of Schools,\n\nJoseph\n\nOgden, Utah.\nClarence H. Dempsey, Commissioner of Edu-\n\nMeta Jonas, 420 Market Street, La Crosse,\n\ncation, Montpelier, Vt.\nMildred E. Spooner, Lindenhurst Street,\n\nFairmont Normal\n\nSchool,\n\nWis.\n\nFrank Longanecker,\n\nBrattleboro, Vt.\n\nMrs. Alice W.\n\nRosier,\n\nFairmont, W. Va.\n\nSuperintendent\n\nof\n\nSchools , Racine, Wis.\n\nLovett, 820 West Grace\nF.\n\nStreet, Richmond , Va.\n\nHannah Cohn, 2317 Grove Avenue, Richmond, Va,\n\nStephen Dwan, Head, Commercial Department, Broadway High School, Seattle,\n\nO. Holt, Superintendent of Schools,\nJanesville, Wis .\nMrs. Katherine A. Morton, State Superintendent of Public Instruction, Cheyenne,\nWyo.\n\nWash .\n\nDora Herren, 317 Central Building, Seattle,\n\nJ. A. Wilson, Principal, Liliuokalani School,\nHonolulu , Hawaii.\n\nWash.\n\nElmer L. Breckner, 107 East 21st Street,\nOlympia, Wash.\n\nBess J. Anderson, 815 Murdock Avenue,\nParkersburg, W. Va.\n\nMargaret Alltucker, Assistant Director of\nthe Research Division of the N. Ε. Α. ,\nassigned consulting member, 1201 Sixteenth Street N. W., Washington, D. C.\n\nCOMMITTEE TO COOPERATE WITH THE AMERICAN CITIZENSHIP LEAGUE\n\n(Authorized by Representative Assembly)\n\nFannie Fern Andrews, Chairman, 405 Marl-\n\nFrank A. Rexford, 500 Park Avenue, New\n\nborough Street, Boston 17, Mass.\nJoseph Swain, Swarthmore College, Swarth-\n\nJ.\n\nmore, Pa.\n\nMary McSkimmon, Principal, Pierce School,\n\nYork City.\n\nG. Masters, Principal, Central High\nSchool , Omaha, Nebr.\nMamie S. Bastian, 812 Bell Avenue, Houston, Tex.\n\nBrookline, Mass.\n\nH. B. Wilson , Superintendent of Schools,\nBerkeley, Calif.\n\nJames F. Hosic, Teachers College, Columbia University, New York City.\n\nAgnes Winn, Director of the Division of\nClassroom Service, assigned consulting\nmember, 1201 Sixteenth Street N. W. ,\nWashington, D. C.\n\nCOMMITTEE ON AMERICAN EDUCATION WEEK TO COOPERATE WITH THE\nAMERICAN LEGION AND U. S. BUREAU OF EDUCATION\n\n(Authorized by Representative Assembly)\n\nThomas E. Johnson, Chairman, State Superintendent of Public Instruction, Lansing,\n\nEdward L. Holton, 214 North 14th Street,\nManhattan, Kans.\n\nFrank Cody, Superintendent of Schools, Detroit, Mich.\n\nJ. Montgomery Gambrill, Teachers College,\nColumbia University, New York City.\nFlorence Hale, Agent for Rural Education,\n\nState House, Augusta, Maine.\nIra T. Chapman, Superintendent of Schools,\nElizabeth, N. J.\n\nJ. F. West. Superintendent of Schools, Pasadena, Calif.\n\nSchool, Indiana, Pa.\nColumbia, Mo.\nAvon S. Hall, Principal, Medill High School,\nChicago, Ill.\n\nAbby Porter Leland, 60 West roth Avenue,\nNew York City.\nAmbrose Cort, Principal, Public School 73,\nRockaway Avenue & McDougal Street,\nBrooklyn, N. Y.\nEdwin A. Alderman, President, University\nof Virginia, Charlottesville, Va.\nWill C. Wood, Superintendent of Public\nInstruction, Sacramento, Calif,\n\nArthur H. Chamberlain, 933 Phelan Building, San Francisco, Calif.\nOlivia Pound, Assistant Principal, Lincoln\nHigh School, Lincoln , Nebr.\n\nRobert I.\n\nJohn A. H. Keith, President, State Normal\nElla V. Dobbs, University of Missouri,\n\nMich.\n\nElliott,\n\nState Normal School,\n\nChadron, Nebr.\n\nF. M. Underwood, District Superintendent\nof Schools, St. Louis, Mo.\nAgnes Winn, Direcor of the Division of\nClassroom Service of the N. E. A. , as-\n\nsigned consulting member, 1201 Sixteenth\nStreet N. W., Washington, D. C.\n\nCOMMITTEE ON THE AMERICAN SCHOOL PROGRAM\n\n(Authorized by Representative Assembly)\n\nWilliam B. Owen, Chairman, President, Chicago Normal College, Chicago, Ill.\nStanley H. Holmes , Superintendent\n\nof\n\nSchools , New Britain, Conn.\n\nCity.\n\nGeorge D. Strayer, Teachers College, Columbia University, New York City.\n\nWilliam\n\nBagley,\n\nTeachers\n\nEllwood\n\nP.\n\nCubberley,\n\nDean ,\n\nSchool\n\nof\n\nEducation, Stanford University, Stanford\n\nJohn W. Withers, Dean, School of Education, New York University, New York\n\nC.\n\nministration, University of Chicago, Chicago, Ill.\n\nCollege,\n\nColumbia University, New York City.\nE. L. Thorndike, Columbia University, New\nYork City.\nFranklin Bobbitt, Professor of School Ad-\n\nUniversity, Calif.\n\nCharles H. Judd, University of Chicago,\nChicago, Ill.\nA. B. Meredith, Commissioner\ntion, Hartfort, Conn.\n\nof Educa-\n\nBenjamin J. Burris, President, State Normal\nSchool, Muncie, Ind.\nH. B. Wilson, Superintendent of Schools,\nBerkeley, Calif.\n\n"}
{"page": 1021, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n960\n\nE. E. Cortright, Superintendent of Schools,\nBridgeport, Conn.\n\nR. M. Sipple, Superintendent of Schools,\nBurlington, Iowa.\nFrank Gody. Superintendent of Schools,\nDetroit, Mich.\n\nDean,\n\nUniversity of Iowa,\n\nIowa City, Iowa.\nAnnie C. Woodward,\n\nP.\n\nC.\n\nPacker ,\n\n144 School Street,\n\nSomerville, Mass.\n\nT. N. Harris, State Superintendent of Education, Baton Rouge, La.\n\nHerbert S. Weet, Superintendent of Schools,\nRochester, N. Y.\nGeorge N. Child, Superintendent of Schools,\n\nW. H. Kilpatrick, Teachers College, Columbia University, New York City.\n\nSalt Lake City, Utah.\nMargaret Noonan, New York University,\n\nState Teachers College, Marysville, Mo.\nJ. O. Engleman, Superintendent of Schools,\nTerre Haute, Ind.\nMarion Hanckel, 20 Church Street, Charles-\n\nNew York City.\n\nMay Trumper, State Superintendent Public\nInstruction , Helena, Mont.\n\nMargaret P. Raga, 8 Henry Street, New\nYork City.\n\nRose Pesta. Windemere Hotel , Chicago, Ill.\nHelen Parkhurst, Children's University, 10\nWest 72nd Street, New York City.\n\nUel\n\nW.\n\nLamkin,\n\nPresident,\n\nNorthwestern\n\nton, N. C.\n\nMrs. Nellie Ramsay, Hillsboro High School,\nTampa, Fla.\nJohn K. Norton, Director of the Division of\nResearch of the N. E. A. , assigned con-\n\nEthel I. Salisbury, 855 No. Vermont Ave. ,\nLos Angeles, Calif.\n\nsulting member, 1201 Sixteenth Street N.\nW. , Washington, D. C.\n\nCOMMITTEE ON ARITHMETIC REVISION\n\n(Authorized by Representative Assembly)\nGuy M. Wilson, Chairman, Boston University, Boston, Mass.\nMargaret E. Noonan, New York University,\nNew York City.\nRuby Minor, Director of Primary Education, State Teachers & Junior College,\n\nS. A. Courtis, Director, Department of Instruction, City Schools, Detroit, Mich.\nClifford B. Upton, Teachers College, Columbia University, New York City.\nJohn H. Cook, 110 Morningside Drive, New\nYork City.\n\nSan Diego , Calif.\n\nEthel Salisbury, 855 North Vermont Avenue, Los Angeles, Calif.\n\nRandall G. Condon, Friendship, Maine.\nH. S. Weet, Superintendent of Schools,\n\nM. R. Trabue, University of North Carolina,\nChapel Hill, N. C.\nJ. W. Studebaker, Superintendent of Schools,\nDes Moines, Iowa.\n\nRochester , N. Y.\n\nJ. M. Gwinn, Superintendent of Schools,\nSan Francisco, Calif.\n\nE. C. Higbie, President, Eastern State Nor-\n\nJohn S. Roberts, District Superintendent,\nPublic Schools, New York City.\nJosephine C. Griffith, 881 Boulevard, Bayonne, N. J.\n\nmal School, Madison , S. D.\n\nKatherine Burggraf, Forney Hall, Moscow,\nIdaho.\n\nW.\n\nS. Guiler, Miami University, Oxford,\n\nOhio.\n\nClifford Woody, University of Michigan,\nAnn Arbor, Mich.\nW. S. Monroe, University of Illinois, Urbana, Ill.\n\nJoy E. Morgan, Director of the Division of\nPublications of the N. E. A. , assigned\nconsulting member, 1201 Sixteenth Street\nN. W. , Washington, D. C.\n\nCOMMITTEE ON CHARACTER EDUCATION\n\n(Authorized by Representative Assembly)\nMilton Bennion, Chairman, Dean, School of\n\nEducation, University of Utah, Salt Lake\nCity, Utah.\nSarah Louise Arnold,\n\nSimmons\n\nCollege,\n\nBoston, Mass.\n\nFannie Fern Andrews, 405 Marlborough\nStreet, Boston 17 , Mass.\nJeremiah E. Burke, Superintendent of\nSchools, Boston, Mass.\nIra I. Cammack, Superintendent of Schools,\nKansas City, Mo.\n\nOlive M. Jones, 310 West 97th Street, New\nYork City.\nville, Mo.\n\nJ. W. Searson, State University, Lincoln,\nNebr.\n\nStarbuck, University of Iowa,\n\nIowa City, Iowa.\n\nWilliam H.\nColumbia\n\nKilpatrick, Teachers College,\nUniversity, New York\n\nCity.\n\nArthur L. Beeley, Chicago University, Chicago, Ill.\n\nH. B. Wilson, Superintendent of Schools,\nBerkeley, Calif.\n\nA. Duncan Yocum, University of Pennsylvania, Philadelphia, Pa.\n\nCharles E. Rugh , University of California ,\nO.\n\nSisson,\n\nOregon.\n\n1, New York City.\n\nMary McSkimmon, Principal, Pierce School,\nBrookline, Mass.\nPittsburgh, Pa.\n\nO. B. Drake, Superintendent of Schools,\nDistrict No. 1, Cannon City, Colo.\nMrs. Sandy Gregory, Rural Teacher, Faxon,\nOkla.\n\nCatherine Haifleigh, 1115 Green Street, Harrisburg, Pa .\n\nHoward C. Hill, University High School,\nUniversity of Chicago, Chicago, Ill.\n\nT. M. Muir, Principal, Junior High School,\nCincinnati , Ohio .\n\nEdna Watson Bailey, Supervisor of Science,\nUniversity High School, Oakland, Calif.\nClarence Hayden, 2509 Napoleon Avenue,\nNew Orleans, La.\n\nBerkeley, Calif.\n\nE.\n\nYork City.\n\nSusan M. Dorsey, Superintendent of Schools,\nLos Angeles, Calif.\nEffie MacGregor, Principal, John Burroughs\nSchool, Minneapolis, Minn.\nJ. L. Merriam, University of California, Los\nAngeles , Calif.\nMargaret Rae, Principal, Public School No.\n\nW. W. Charters, University of Pittsburgh,\n\nJohn R. Kirk, State Teachers College, Kirks-\n\nEdwin D.\n\nT. W. Galloway, 370 Seventh Avenue, New\n\nReed\n\nCollege,\n\nPortland,\n\nMerle\n\nPrunty,\n\nPrincipal,\n\nSchool, Tulsa, Okla.\n\nCentral\n\nHigh\n\n"}
{"page": 1022, "printed_page": null, "text": "COMMITTEES FOR 1924-25\nRuth Pyrtle, Principal, McKinley School ,\nLincoln,\n\nNebr.\n\nA. L. Threlkeld, Deputy Superintendent of\nSchools, Denver, Colo.\n\n961\n\nLeila Tilley, 710 Fort Street, Boise, Idaho.\n\nS. D. Shankland, Secretary, Department of\nSuperintendence, assigned consulting member, 1201 Sixteenth Street N. W. , Washington, D. С.\n\nCOMMITTEE ON THE CLASSIFICATION OF EDUCATIONAL MATERIAL\n\n(Authorized by Representative Assembly)\nThomas H. Briggs , Chairman, Professor of\nEducation, Teachers College, Columbia\nUniversity, New York City.\n\nState University of Iowa, Iowa City, Iowa.\nJ. W. Studebaker, Superintendent of Schools,\n\nB. R. Buckingham, Director, Bureau of\n\nLucy Gage, Asst. Professor of Education,\nGeorge Peabody College for Teachers,\n\nEducational Research,\n\nOhio\n\nState\n\nUni-\n\nversity, Columbus, Ohio.\nStuart A. Courtis, Director, Instruction and\nTeacher Training , Detroit, Mich .\n\nAlbert S. Cook, State Superintendent of\nSchools , Baltimore, Md.\n\nDes Moines, Iowa.\n\nNashville, Tenn.\n\nJohn K. Norton, Director of the Division of\nResearch of the N. E. A. , assigned as\nconsulting member, 1201 Sixteenth Street\nN. W. , Washington, D. C.\n\nW. F. Russell, Dean, College of Education,\nCOMMITTEE ON CO -INCLUSIVE MEMBERSHIP\n\n(Authorized by Board of Directors)\nThomas J. Walker, Chairman, 800 Conley\nStreet, Columbia, Mo.\nH. G. Dowling, Secretary, Alabama Education Assn., 415 First National Bank\nBldg. , Montgomery, Ala.\nA. B. Hill, State Superintendent of Public\n\nInstruction, Little Rock, Ark.\nJohn D. Loper, Superintendent of Schools,\nPhoenix , Ariz .\n\nville, Ky.\n\nOrleans, La.\n\nJosiah W. Taylor, State Agent for Secondary Education, Augusta, Maine.\n\nHugh W.\n\nArthur H. Chamberlain, Secretary, California State Teachers Assn., 933 Phelan\nBldg., San Francisco , Calif.\n\nMelvin E. Bowman, President, City Teachers Assn. , Santa Barbara, Calif.\nMary Mooney. Director of Department of\nTexts and Libraries , c/o Superintendent\nof Schools , City Hall, San Francisco ,\nCalif\n.\n\nDenver, Colo .\n\nElizabeth Kennedy, 223 Pine Street, Lowell,\nMass.\n\nMary McSkimmon, Principal, Pierce School,\nBrookline, Mass .\n\nKatherine Kelly, 126 Walker Street, Lowell ,\nMass.\n\nLettie A.\n\nRapids\n\nMarsh ,\n\nTeachers\n\nPresident,\n\nGrand\n\nGrand\n\nRapids,\n\nClub,\n\nMich.\n\nH. B. Smith , Secretary, Colorado Education\nAssn. , 520 Commonwealth Bldg., Denver,\nColo.\n\nSinclair,\n\nCaldwell, Secretary, Maryland\n\nState Teachers Assn., Chesapeake City,\nMd.\n\nMrs.\n\nMinnie B. Addleman, 900 Sherman Street,\n\nMyra A.\n\ncation Assn. , 319-320 Starks Bldg., LouisP. H. Griffith , Secretary, Louisiana Public\nSchool Teachers Assn. , Baton Rouge, La.\nEleanor Riggs, 1421 Cadiz Street, New\n\n1215 Elizabeth Street,\n\nDenver Colo .\n\nA. B. Meredith, State Superintendent of\nPublic Instruction , Hartford, Conn.\nH. V. Holloway, State Superintendent of\nPublic Instruction, Dover, Del.\nHarry English, Franklin School, Washington, D. C.\n\nO. I. Woodley, Clermont, Fla.\nJ. E. Mathis , Superintendent of Schools,\nAmericus , Ga.\n\nJ. W. Longfellow, Principal , Nampa High\nSchool, Nampa, Idaho,\n\nRobert C. Moore, Secretary, Illinois State\nTeachers Assn ., Carlinville, Ill.\nFrances Harden , 1543 Sherwin Avenue, Chicago, Ill .\n\nMrs. Blanche Preble, 6436 Yale Avenue,\nChicago, Ill.\nB. J. Burris, President, State Normal School,\nMuncie, Ind.\n\nCharles O. Williams, Secretary, Indiana\nState Teachers Assn. , Room 208 , Claypool\nHotel, Indianapolis, Ind.\nMyrtle Warner, Public Schools, Ottumwa,\nIowa.\n\nMacy Campbell, Public Schools, Cedar Falls ,\nIowa.\n\nCharles F. Pye, Secretary, Iowa State\nTeachers Assn. , 504 Youngerman Bldg. ,\nDes Moines, Iowa.\n\nM. E. Pearson, Superintendent of Schools,\nKansas City, Kans .\n\nR. E. Williams , Secretary, Kentucky Edu-\n\nMrs. Jessie M. Fink, Principal, Palmer\nSchool, Grand Rapids, Mich.\nErnest T. Cameron, Secretary, Michigan\nState Teachers Assn. , 809 Prudden Bldg. ,\nLansing, Mich.\n\nW. H. Shephard, 1115 Thomas Avenue,\nMinneapolis, Minn.\nEffie MacGregor, Principal, John Burroughs\nSchool, Minneapolis, Minn.\nJ. N. Taylor, Secretary, Mississippi State\nTeachers Assn. , State Department of Education, Jackson, Miss.\nE. M. Carter, Secretary, Missouri State\nTeachers Assn. , Columbia , Mo.\nE. M. Hosman, Secretary, Nebraska State\nTeachers Assn., 311 Fraternity Bldg. , Lincoln, Nebr.\n\nMaude Frazier, Deputy, State Department,\nFifth District, Las Vegas , Nev.\nAlice S. Mildram, Principal, Farragut\nSchool, Portsmouth , N. Η .\n\nMrs. Josephine Lockard, 635 Rio Grande\nAvenue, Raton, N. Mex.\n\nSara L. Rhodes, Principal, Public School\nNo. 28, 10OI Herkimer Street, Brooklyn ,\nN. Y.\n\nF. D. Boynton, Superintendent of Schools,\nIthaca, N. Y.\n\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\nJule B. Waren, Secretary, North Carolina\nTeachers Assembly, Box 887 , Raleigh, N.\nC.\n\nM. E. McCurdy, Secretary, North Dakota\nState Teachers Assn., Washburn , N. D.\nAnna Lockwood Peterson, Hughes High\nSchool, Cincinnati , Ohio.\n\n"}
{"page": 1023, "printed_page": null, "text": "962\n\nNATIONAL EDUCATION ASSOCIATION\n\nFrank E. Reynolds , Secretary, Ohio State\nTeachers Assn.,\n\n428\n\nChamber of Com-\n\nmerce Bldg., Columbus , Ohio .\nC. M. Howell, Room IOI , State Capitol,\nOklahoma City, Okla.\n\nmond, Va.\n\nArthur L.\n\nMarsh, Secretary, Washington\n\nEducation\n\nAssn. ,\n\n707\n\nLowman Bldg.,\n\nSeattle, Wash.\n\nE. D. Ressler, Secretary, Oregon State\nTeachers Assn., Corvallis , Oregon.\nJames H. Kelley, Secretary, Pennsylvania\nState Education Assn. , 400 N. 3rd St. , Harrisburg, Pa.\n\nKate Wofford,\n\nCornelia S. Adair, 2121 Park Avenue, Rich-\n\nCounty Superintendent of\n\nSchools, Laurens, S. C.\n\nA. A. McDonald, Superintendent of Schools,\nSioux Falls , S. D.\n\nS. L. Smith, General Agent, Julius Rosenwald Fund, Chamber of Commerce, Nash-\n\nFlorence Ely, Adna, Wash.\nClara L. Jahnke, Irving School, Spokane,\nWash.\n\nMabel V. Wilson, President , Seattle Grade\nTeachers Club , Seattle, Wash.\nJ. H. Hickman, Superintendent of Schools,\nHinton, W. Va.\nE. G. Doudna, Secretary, Wisconsin Teachers Assn., 611 Beaver Bldg., Madison ,\nWis.\n\nR. A. Karges, State Normal School, River\n\nville, Tenn.\nBeulah L. Keeton,\n\n5511\n\nTremont Street,\n\nFalls, Wis.\n\nA. A. Slade, Superintendent of Schools, Cas-\n\nDallas, Tex .\n\nEula F. Hunter, 1324 East Morphy Street,\nFort Worth, Tex.\n\nper, Wyo.\n\nMrs.\n\nTheodore D. Martin, Secretary, Utah Educational Assn. , 317 State Capitol Building, Salt Lake City, Utah.\nD. W. McClelland,\nSuperintendent of\nSchools , Bennington, Vt.\n\nLillian Goldsberry, Public Schools, Norfolk,\n\nEdith\n\nS.\n\nTroeller,\n\nLihue,\n\nKauai,\n\nHawaii.\n\nW. E. Givens, Superintendent of Public Instruction, Honolulu, Hawaii.\nHarriett M. Chase, Assistant to the Secre-\n\ntary, assigned consulting member, 1201\nSixteenth Street N. W. , Washington,\nD. C.\n\nVa.\n\nCOMMITTEE ON COMMUNITY RELATIONS\n\n(Authorized by Representative Assembly)\nGeorge E. Carrothers, Chairman , Ohio University, Athens, Ohio.\n\nRollo Reynolds, Teachers College, Columbia\n\nT. B. Atmore, County Superintendent of\n\nJ. W. Shideler, Principal , High School , Fort\n\nFred Bair, Superintendent of Schools, Colorado Springs, Colo.\nFlorence Clark , East Main Street, Jackson,\nCarrie L. Cooper, 1314 West 7th Street,\nWilmington, Del .\n\nE. K. Fretwell, Teachers College, Columbia\nUniversity, New York City.\nAnna Laura Force,\nDenver, Colo.\n\nGriffith,\n\n216\n\nSherman\n\nPrincipal,\n\nStreet,\n\nOpportunity\n\nSchool , Denver, Colo .\n\nof Schools, Salem, Oregon.\n\nI. E. Stutsman, Superintendent of Schools ,\n\nNorfolk , Va .\n\nMyrtle U. Hooper, 4046 Upton Avenue\nSouth, Minneapolis, Minn.\nM. H. Hughes, 4401 Chester Street, El Paso,,\nTex.\n\nMinnie L. Moore, Ninth Street, Willoughby\nBeach, Va.\n\nJames T. Mulroy, Director of the Extended\nUse of Public Schools , Boston , Mass .\nA. P. Patton, 650 East 51st Street, North,\nPortland , Oregon .\n\nClarence A. Perry, Associate Director, Russel Sage Foundation, New York City.\nPickles ,\n\nSouthern\n\nState\n\nNormal\n\nSchool , Springfield, S. Dak.\nCOMMITTEE ON\n\nAnna Thompson, Haddon Hall, Linwood &\nTracy, Kansas City, Mo.\nMabel Vanderbilt, Supervising Principal,\nPrinceton, N. J.\nMargaret Wallace, Box 762, Greybull, Wyo .\nMary Woodruff , Director of School and Community Betterment, Montgomery, Ala.\nA. C. Eldredge, Assistant Superintendent of\nSchools, Cleveland, Ohio .\n\nJ. B. Holloway, State Supervisor of High\nSchools , Frankfort, Ky.\nLucy Mason Holt, 121 West 28th Street,\n\nHattie\n\nW. M. Smith, Assistant State Superintendent\nSterling, Colo.\n\nMich.\n\nEmily\n\nUniversity, New York City.\nScott, Kans.\n\nSchools , Vandemere, N. C.\n\nMarie W. Wilson, Supervisor of Community\nCenters, Board of Education, Cleveland,\nOhio.\n\nW. O. Schanlaub , County Superintendent of\nSchools , Kentland, Ind.\n\nMarvin S. Pittman, Head of the Department of Rural Education, Michigan State\nNormal School , Ypsilanti, Mich.\nRobert E. St. Claire, Principal of Elementary School, 1344 Laurel Street, St. Louis,\nMo.\n\nWilliam C. Westfall, Director of Unorganized Activities, Board of Education, Cleveland, Ohio.\nAgnes Winn, Director of the Division of\nClassroom Service of the N. E. A. , as-\n\nsigned consulting member, 1201 Sixteenth\nStreet N. W. , Washington, D. C.\n\nCOOPERATION WITH THE WORLD FEDERATION OF NATIONAL EDUCATION ASSOCIATIONS\n\n(Authorized by Representative Assembly)\nAugustus O. Thomas , Chairman , Commissioner of Education, Augusta, Maine.\nJames F. Hosic, Teachers College, Columbia\nUniversity, New York City.\n\nKatherine D. Blake, Public School No. 6,\nNew York City.\n\nCharles H. Williams, University of Missouri,\nColumbia, Mo.\n\nJohn H. Finley, \" New York Times,\" New\nYork City.\n\nStephen P. Duggan, Director, The Institute\nof International Education, 522 Fifth Avenue, New York City.\n\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\n\n"}
{"page": 1024, "printed_page": null, "text": "COMMITTEES FOR 1924-25\nAbby Porter Leland, 60 West roth Street,\nNew York City.\n\n963\n\nJ. W. Studebaker, Superintendent of Schools ,\nDes Moines, Iowa.\n\nW. K. Dwyer, Superintendent of Schools,\nAnaconda, Mont.\n\nJames W. Gowans, Superintendent of\nSchools , Hutchinson, Kans.\nArthur J. Matthews , President, Tempe Normal School of Arizona, Tempe, Ariz.\nAnnie C. Woodward, 144 School Street,\nSomerville, Mass.\n\nFlorence Holbrook , 4429 Greenwood Avenue, Chicago, Ill .\nJeannette Jacobson, 1334 Kellam Avenue,\nLos Angeles, Calif.\nArchibald J. Cloud, 2775 Union Street, San\nFrancisco, Calif.\n\nGeorge W. Frazier, President, State Teachers College, Greeley, Colo.\nH. L. Smith, Dean, School of Education,\nIndiana University, Bloomington, Ind.\nMinnie J. Nielson, State Superintendent of\nPublic Instruction, Bismarck, N. D.\n\nMiss Willie Lawson, Deputy Superintendent\nof Schools , Little Rock, Ark.\nCharl O. Williams, Director of the Legislative Work of the N. E. A. , assigned consulting member, 1201 Sixteenth Street N.\nW. , Washington, D. C.\n\nEDITORIAL COUNCIL\n\n(Authorized by Representative Assembly)\nWilliam C. Bagley, Chairman, Teachers College, Columbia University, New York\nCity.\n\nMary E. Ahearn, Editor, Public Libraries,\n\n214 W. Monroe Street, Chicago, Ill.\nSarah Louise Arnold, Dean Emeritus, Sim-\n\nmons College, Boston, Mass.\nKatherine D. Blake, Principal, Public School\nNo. 6, New York City.\n\nJames C. Boykin, Editor, \" School Life, \" U. S.\nBureau of Education, Washington, D. C.\nArthur H. Chamberlain, Secretary, California State Teachers Assn., Phelan Bldg.,\nSan Francisco, Calif.\n\nLotus D, Coffman, President, University of\nMinnesota, Minneapolis, Minn.\nJessie B. Colburn, Principal, Junior High\nSchool No. 96, New York City.\nSusan M. Dorsey, Superintendent of Schools ,\n\nJames H. Kelley, Secretary, Pennsylvalnia\nState Education Assn. , Harrisburg, Pa.\nFlorence Mann , Director, Department of\nEducation, Seattle Times , Seattle, Wash .\nLulu D. Metz, President, Virginia State\nTeachers Assn., Box 281 ,\n\nManassas , Va .\n\nMary F. Mooney, Vice-Principal, Washington School, 251 Missouri Street, San Francisco, Calif.\nM. V. O'Shea, Professor of Education, Uni-\n\nversity of Wisconsin, Madison, Wis.\nCharles F. Pye, Secretary, Iowa State\nTeachers Assn., Des Moines, Iowa.\nW. Carson Ryan, Jr. , Associate Editor,\n\"School and Society,\" and Professor of\nEducation, Swarthmore College, Swarthmore, Pa.\nJulia A. Spooner, President, Department of\nClassroom Teachers, Box 188 , R. No. 3 ,\nLents Station, Portland, Oregon.\n\nLos Angeles, Calif.\n\nLee L. Driver, State Rural School Inspector,\nState House, Harrisbug , Pa.\nJessie M. Fink, Principal , Palmer School,\nGrand Rapids, Mich.\nCarleton H. Gibson, Superintendent of\nSchools , Savannah, Ga.\nFrank P. Graves , State Commissioner of\nEducation , Albany, N. Y.\n\nJohn A. H. Keith , President, State Normal\n\nGeorge L. Towne, President, University\nPublishing Company, Lincoln, Nebr.\nH. G. Williams, Editor, \"Ohio Teacher,\"\nColumbus , Ohio.\n\nWalter S. Painter, Superintendent of Schools,\nMt. Vernon , Ind.\nJoy E. Morgan, Director of the Division of\nPublications, assigned consulting member,\n1201 Sixteenth Street N. W. , Washington,\nD. C.\n\nSchool , Indiana, Pa.\n\nCOMMITTEE ON EDUCATIONAL NOMENCLATURE\n\n(Authorized by Representative Assembly)\nJohn W. Withers, Chairman, Dean, School\nof Education, New York University, New\nYork City.\n\nJ. R. McGaughey, Teachers College, Columbia University, New York City.\nFranklin Bobbitt, Professor of School Ad-\n\nministration, University of Chicago, Chicago, Ill.\n\nFrank G. Pickell, Superintendent of Schools ,\nMontclair, N. J.\n\nW. W. Theisen, Assistant Superintendent of\nSchools, Milwaukee, Wis.\n\nElizabeth Hall, Assistant Superintendent of\nSchools, Minneapolis, Minn.\nWilliam K. Kilpatrick, Teachers College,\nColumbia University, New York City.\nW. W. Charters , University of Pittsburgh,\nPittsburgh, Pa.\nJohn K. Norton, Director of the Division of\nResearch of the N. E. A. , assigned consulting member, 1201 Sixteenth Street\n\nN. W. , Washington, D. C.\nCOMMITTEE\n\nON ENGLISH\n\n(Authorized by Representative Assembly)\nJ.\n\nW.\n\nSearson,\n\nChairman,\n\nUniversity of\n\nNebraska, Lincoln, Nebr.\n\nHoward R. Driggs, 620 West 115th Street,\n\nHerbert E. Fowler, Chairman, English Department, State Normal School, Bellingham, Wash.\n\nNew York City.\n\nR. W. Pence, Professor of English, DePauw\nUniversity , Greencastle, Ind.\n\nE. H. Kemper McComb , 509 South Meridian\nStreet, Indianapolis, Ind.\n\nO. B. Sperlin, Principal, Moran School, Rolling Bay, Wash.\n\nJ. P. Simmons, Department of English, Baylor University, Waco, Tex.\n\n"}
{"page": 1025, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n964\n\nC. C. Certain, Board of Education, Detroit,\nMich.\n\nHardin Craig, University of Iowa, Iowa\nCity, Iowa.\n\nCora Vaughn, High School, Winfield, Kans.\nRussell A. Sharp. 315 S. Kensington Avenue,\n\nOrton Lowe, 3207 N. 2nd Street, Harris-\n\nLouise\n\nSouthwestern\n\nMarsh,\n\nHigh\n\nElga M. Shearer, 555 Pacific Street, Long\nBeach, Calif.\n\nburg, Pa.\n\nPrentiss,\n\nHunter College, New\n\nYork City.\n\nO.\n\nOak Park, Ill.\n\nAlice\n\nSchool , Detroit, Mich.\n\nKansas City, Mo.\n\nHenrietta\n\nSarah T. Muir, Head, English Department,\nLincoln High School, Lincoln, Nebr.\nAnnie T. Bell, Teacher of English, Louisiana\nUniversity, Baton Rouge, La.\nEsse Chamberlain, 114 South East Avenue,\n\nB. Staples, University High School,\n\nBaton Rouge, La.\n\nAngela Keyes , Maxwell Training School,\nProspect Place, Brooklyn , N. Y.\n\nTreda Gildemeister, State Normal School,\n\nCharles O. Stewart, Professor , State Normal\nSchool, Huntsville , Tex.\n\nT. W. Gosling, Superintendent of Schools,\nMadison, Wis.\nJoy E. Morgan, Director of the Division of\nPublications of the N. E. A. , assigned\nconsulting member, 120r Sixteenth Street\nN. W. , Washington, D. C.\n\nWinona, Minn.\n\nCOMMITTEE ON ETHICS OF THE PROFESSION\n\n(Authorized by Representative Assembly)\nSarah T. Muir, Chairman, 1801 South 17th\nStreet.\n\nLincoln, Nebr.\n\nH. M. Barrett, Head, Department of Edu-\n\ncation, University of Colorado, Boulder,\nColo.\nGeorge A. Bassford, Principal, High School,\n\nAlma Krusen, 1345 South Lafayette Street,\nDenver, Colo.\nMrs. Gertrude Liggett, Assistant Commissioner of Education, San Juan, Porto\nRico.\n\nJeanette\n\nMcDonald ,\n\n3848\n\nCass\n\nStreet,\n\nOmaha , Nebr.\n\nAshland, Wis .\n\nAnnie T. Bell, Louisiana State University,\nBaton Rouge, La.\n\nJohn J. McNamara , Principal Quinn School,\n\nHerbert D. Bixby, Assistant Superintendent\n\n717 Cherokee Street, Bethlehem, Pa.\nFlora Menzel, Room 150, Hotel Wisconsin ,\n\nof Schools, Cleveland, Ohio .\nC. E. Bocock, President, State\n\nNormal\n\nJohn Merrill, 1526 Garland Avenue, Detroit,\n\nF. D. Brooks, Johns Hopkins University,\n\nW. H. Morton , Superintendent of Schools ,\n\nWilwaukee , Wis .\n\nSchool , Albion, Idaho.\n\nMich.\n\nBaltimore, Md.\n\nEva Byerly, 1215 Second Avenue\nCedar Rapids, Iowa.\n\nBeatrice, Nebr.\nEast,\n\nGeorge G. Chambers, Chairman, Pennsylvania Committee on Professional Ethics,\nPhiladelphia, Pa.\n\nWillG. Chambers, Dean, School of Education, Pennsylvania State College, State\nCollege, Pa.\n\nCarroll D. Champlin, Southwestern State\nNormal School, California, Pa .\nP. P. Claxton, Superintendent of Schools,\nTulsa, Okla.\n\nW. A. Cook, University of South Dakota,\nVermilion, S. Dak.\nArthur G. Crane, President, University of\nWyoming, Laramie, Wyo .\nBessie C. Devine, Assistant Superintendent\nof Schools , Wilmington , Del.\n\nJ. B. Edmonson, University of Michigan,\nAnn Arbor, Mich .\nMrs. Ethel Eldredge, Public Schools, Steptoe, Wash.\nG. E. Everett, Principal City Schools, Box 3\nLakeland, Fla.\n\nT. V. Goodrich, 1219 South 27th Street,)\nLincoln , Nebr.\n\nJ. W. Gowans , Superintendent of Schools,\n\nR.\n\nH. Morrison, State Teachers College,\nGreeley, Colorado.\n\nE. E. Oberholzer , Superintendent of Schools,\nHouston, Tex.\n\nNathan Peyser, Principal , Public School 181,\nNew York Avenue near Snyder Avenue,\nBrooklyn , N. Y.\n\nShelton Phelps, George Peabody College,\nNashville, Tenn.\n\nC. M. Porter, Principal, Central Grammar\nSchool, Temple, Tex.\n\nL. C. Rhoads, Supervisor of High School\nInstruction, Mount Vernon , N.\nScottsbluff, Nebr.\n\nOrson Ryan,\n\nGoldsboro , N. C.\n\nC. A. Fetterly, Chairman, New Jersey Commission on Professional Ethics, Rutherford, N. J.\n\nTheodore W. H. Irion, Columbia University,\nNew York City.\n\nA. S. Jessup. Superintendent of Schools,\nCheyenne, Wyo .\n\nJ. F. Keating, Superintendent of Schools,\nPueblo, Colo.\n\nHelen M. King, 8 Walker Street, Portland,\nMaine.\n\nSuperintendent of Schools,\n\nLogan, Utah.\n\nJ. B. Sears , Professor of Education, Leland\nStanford University, Stanford University,\n.\nCalif\n\nWillian C. Shute, Principal, Wyman School,\nDenver, Colo.\n\nE. M. Sipple, Superintendent of Schools,\nBurlington, Iowa.\n\nMay Wade, 2400 Durant Avenue, Berkeley,\nCalif.\n\nHutchinson, Kans.\n\nC. A. Greene, Superintendent of Schools, St.\nJoseph, Mo.\nO. A. Hamilton, Superintendent of Schools,\n\nY.\n\nE. L. Rouse, Superintendent of Schools,\n\nC.\n\nF. Taensch, Associate Professor of\nPhilosophy, State University, Iowa City,\nIowa.\n\nR. J. Walters, Principal, University Park\nSchool, Denver, Colo .\nJustin Washburn, County Superintendent of\nSchools , Rock Island, Ill.\nPearl R. Wasson, Dean of Women, University of Vermont, Burlington, Vt.\nI. L. Williamson, State High School Inspector, Salt Lake City, Utah.\nJov E. Morgan, Director of the Division of\nPublications of the N. E. A. , assigned\nconsulting member, 1201 sixteenth Street\nN. W. , Washington, D. С.\n\n"}
{"page": 1026, "printed_page": null, "text": "COMMITTEES FOR 1924-25\n\n965\n\nMEMBERS OF THE JOINT COMMITTEE ON HEALTH PROBLEMS IN\nEDUCATION\n\n(Authorized by Representative Assembly)\nThomas D. Wood, Chairman, Columbia University, New York City.\nRobert J. Aley, President Butler College,\nIndianapolis, Ind.\nKatherine D. Blake, Principal Public School\nNo. 6, New York City.\n\nAlbert E. Winship, \"Journal of Education, \"\n6 Beacon Street, Boston, Mass.\nMary Murphy, Assistant Director, Elizabeth\nMcCormack Memorial Fund,\nborn Street, Chicago , I11 .\n\n848 Dear-\n\nEmily Griffith , 1524 Fillmore Street, Den-\n\nMary C. C. Bradford, State Superintendent\nof Public Instruction, Denver, Colo.\nWilliam H. Burnham, Clark University,\n\nver, Colo.\n\nE. Ruth Pyrtle, Junior High School , Principal 609 South 14th Street, Lincoln,\nNebr.\n\nWorcester, Mass.\n\nF. B. Dresslar, Peabody College, Nashville ,\nTenn.\n\nClark W. Hetherington, 3117 Broadway,\nNew York City.\nJohn F. Keating, Superintendent of Schools ,\nPueblo, Colo.\nWilliam B. Owen, President, Chicago Normal College, Chicago, Ill.\n\nWilliam A. Howe, State Medical Inspector,\nUniversity of the State of New\nAlbany, N. Y.\n\nYork ,\n\nJ. B. Nash , Room 404 City Hall, Oakland,\nCalif.\n\nWilliam D. Burdick, Director of Physical\nEducation , Baltimore, Md.\nBlanche M. Trilling, Associate Professor of\n\nJosephine C. Preston, Superintendent of Pub-\n\nPhysical Education, University of Wis-\n\nlic Instruction, Olympia, Wash.\nHomer H. Seerley, President, Iowa State\n\nAgnes Winn, Director of the Division of\n\nTeachers College, Cedar Falls, Iowa.\n\nJohn J. Tigert, Commissioner of Education,\nWashington, D. C.\n\nconsin, Madison, Wis.\nClassroom Service of the N. E. A. , assigned consulting member,\n1201 16th\n\nStreet N. W. , Washington, D. C.\n\nILLITERACY COMMISSION\n\n(Authorized by Representative Assembly)\nMrs. Cora Wilson Stewart, Chairman,\nEdward W. Stitt, 1534 St. Nicholas Avenue,\nNew York City.\nFrankfort, Ky .\nMary C. C. Bradford, State Superintendent George M. Ford, State Superintendent of\nSchools\n, Charleston, W. Va.\nof Public Instruction, Denver, Colo.\nJohn N. Bennett, President, Doane College,\nAugustus O. Thomas, Commissioner of EduCrete,\nNebr.\ncation, State House, Augusta, Me.\nH. G. Bennett, Southeastern State Teachers\nT. G. Bennett, County Superintendent of\nCollege, Durant, Okla.\nSchools , Centerville, Md.\nW.\nT. Longshore, Principal, Greenwood\nJohn V. Conway, Assistant State SuperinSchool, Kansas City, Mo.\ntendent, Santa Fe, N. Mex.\nFrancis G. Blair, State Superintendent of\nMinnie J. Nielson, State Superintendent of\nPublic Instruction, Springfield, Ill.\nPublic Instruction , Bismarck, N. Dak .\nA. K. Herlihy, 126 Hancock Street, Everett,\nMiss Wil Lou Gray, Supervisor of Adult\nMass.\nSchools , 707 National Loan and Exchange Alfred E. Rejall, Supervisor, Immigrant\nBank Bldg. , Columbia, S. C.\n\nThomas E. Johnson, State Superintendent\nof Public Instruction, Lansing, Mich.\nElizabeth Ash Woodward, Supervisor of Immigrant Education, State Department of\nEducation , Albany, N. Y.\nEthel Richardson, Assistant State Superintendent, in Charge of Adult Education,\n\nSacramento, Calif.\n\nEducation, New York State Department of\nEducation , Albany, N. Y.\n\nElizabeth\n\nsulting\n\nS. K. Mardis, Ohio University, Athens, Ohio.\n\nRouse,\n\n212 East 80th\n\nStreet,\n\nSeattle, Wash .\n\nMaude E. Aiton, Director of Americanization, Webster School, Washington, D. C.\nCharl O. Williams , Director of the Legislative Work of the N. E. A. , assigned conmember,\n\n1201\n\nSixteenth\n\nStreet\n\nN. W. , Washington, D. C.\n\nLEGISLATIVE COMMISSION\n\n(Authorized by Representative Assembly)\nGeorge D. Strayer, Chairman, Teachers Col-\n\nlege,\n\nColumbia University,\n\nNew York\n\nCity.\n\nMary C. C. Bradford, State Superintendent\nof Public Instruction, Denver, Colo.\n\nJ. A. C. Chandler, President, College of\nWilliam and Mary, Williamsburg, Va.\nRandall J. Condon, Friendship, Maine.\nWilliam M. Davidson, Superintendent of\nSchools, Pittsburgh, Pa.\nThomas E. Finegan, 13 Astor Place, Room\n6307 , New York City.\n\nC. G.\n\nCooper,\n\nCounty Superintendent of\n\nSchools , Towson, Md.\n\nWillard E. Given , Superintendent of Public\nInstruction, Honolulu, Hawaii.\n\nThomas E. Johnson, State Superintendent\nof Public Instruction, Lansing, Mich.\n\nD. B. Waldo, President, State Teachers Col-\n\nlege, Kalamazoo, Mich.\nWill C. Wood, Superintendent of Public Instruction , Sacramento, Calif.\n\nPayson Smith, Commissioner of Education,\nBoston, Mass.\n\nAnna Riddle, 217 North\n\n13th Street, St.\n\nJoseph, Mo.\n\nJohn A. H. Keith, President, Indiana State\nNormal School, Indiana, Pa.\nW. T. Longshore, Principal, Greenwood\nSchool, Kansas City, Mo.\nArthur C. Perry, Jr. , District Superintendent of Schools, Board of Education, New\nYork City.\n\nFred M. Hunter, Superintendent of Schools,\nOakland, Calif.\n\n"}
{"page": 1027, "printed_page": null, "text": "966\n\nNATIONAL EDUCATION ASSOCIATION\n\nOlive M. Jones, 310 West 97th Street, New\nYork City.\n\nMary McSkimmon, Principal , Pierce School,\nBrookline, Mass.\n\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\nVelda Bamesberger, Director of Educational\nStatistics and Supervision, Okmulgee,\nOkla.\n\nCaroline S. Pfaff, District Superintendent of\nSchools, New Orleans, La.\n\nMay Trumper, State Superintendent of\nSchools , Helena, Mont.\nW. E. Sealock, Dean, School of Education ,\nUniversity of Nebraska, Lincoln, Nebr.\nH. L. Smith, Dean, School of Education,\n\nIndiana University, Bloomington, Ind.\nCharl O. Williams, Director of the Division\nof Legislative Work of the N. E. A. , assigned consulting member, 1201 Sixteenth\nStreet N. W. , Washington, D. C.\n\nCOMMITTEE ON RACIAL-WELL-BEING, 1924-25\n(Authorized by Representative Assembly)\nHelen C. Putnam, M. D., Chairman, 312\nLaurel Avenue, Providence, R. I.\n\nCarroll G. Pearse, 3104 Wells Street, Apartment 410, Milwaukee, Wis.\n\nRESEARCH ADVISORY\n\nCOMMITTEE\n\n(Authorized by Executive Committee)\nJ. A. C. Chandler, Chairman, President College of William and Mary, Williamsburg,\nVa.\n\nEugene Nifenacker, Director, Reference and\nResearch New York City Schools, New\nYork City.\n\nVirgil E. Dickson, Director, Bureau of Research and Guidance, 1106 City Hall,\nOakland, Calif.\n\nJohn A. H. Keith, President, State Normal\n\nRuth Pyrtle, Principal, Junior High School,\n609 South 14th Street, Lincoln, Nebr.\nMary McSkimmon, Principal, Pierce School,\nBrookline, Mass.\n\nSchool , Indiana, Pa.\n\nE. S. Evenden, Teachers College, Columbia\nUniversity, New York City.\n\nGeorge Melcher, Assistant Superintendent of\n\nFrank G. Pickell, Superintendent of Schools,\nMontclair, N. J.\nJohn K. Norton, Director of the Division of\n\nSchools,\n\nin Charge of Research,\n\nPublic\n\nResearch of the N. E. A. , assigned con-\n\nLibrary\n\nBuilding,\n\nKansas\n\nsulting member, 1201 Sixteenth\nN. W. , Washington, D. C.\n\nRoom\n\n226,\n\nCity, Mo.\n\nStreet\n\nCOMMITTEE ON RELATIONSHIPS\n\n(Authorized by Board of Directors)\nOlive M. Jones, Chairman, 310 West 97th\nanti, Mich.\n\nSims,\n\nPresident,\n\nState\n\nNormal\n\nLoretta R. Doerr, 1323 North Rampart, New\nOrleans, La.\n\nW. O. Holden, 46 Gooding Street, Pawtucket, R. I.\n\nElizabeth\n\nJohn F.\n\nSchool, Stevens Point, Wis .\n\nStreet, New York City.\n\nH. Z. Wilber, State Normal School, Ypsil-\n\nShelburne,\n\nRegistrar,\n\nCarr-Bur-\n\ndette College, Sherman, Tex.\n\nAnna Riddle, 217 North 13th Street, St.\n\nJ. Y. Joyner, Tobacco Growers Coöperative\nAssociation, Raleigh, N. C.\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\n\nJosephine C.\n\nJoseph, Mo.\n\nRice Brown, Principal, High School, Emporia, Kans .\n\nEdith Hopkins, 1047\n\nSandusky\n\nStreet,\n\nKansas City, Kans .\n\nPreston, Superintendent of\n\nPublic Instruction, Olympia, Wash.\nAnna Fant, State College for Women,\nColumbus, Miss.\n\nGeorgia Alexander, 1516 North Pennsyl-\n\nBertha S. Armbruster, President, Illinois\nState Teachers Association, Chicago Division, 4152 West End Avenue, Chicago,\n111.\n\nJ. H. Beveridge, Superintendent of Schools,\n\nvania Street, Indianapolis, Ind.\n\nCaroline S.\n\nWoodruff,\n\nPrincipal, Normal\n\nTraining Course, Castleton, Vt.\nWillis A. Sutton, Superintendent of Schools,\nAtlanta, Ga .\n\nOmaha, Nebr.\n\nP. P. Claxton, Superintendent of Schools ,\nTulsa , Okla .\n\nCarroll G. Pearse, 3104 Wells Street, Apartment 410, Milwaukee, Wis.\n\nHarriett M. Chase, Assistant to the Secretary, assigned consulting member, 1201\nSixteenth Street N. W., Washington,\nD. C.\n\nCOMMITTEE FOR THE REVISION OF THE DEPARTMENTS OF THE NATIONAL\nEDUCATION ASSOCIATION\n\n(Authorized by Representative Assembly)\nJames H. Kelley, Chairman, 400 North\nThird Street, Harrisburg, Pa.\nCarroll G. Pearse, 3104 Wells Street, Apartment 410, Milwaukee, Wis .\nRandall J. Condon, Friendship, Maine.\nCora Mull, 4151 Berkeley Avenue, Chicago,\n111.\n\nMrs.\n\nJessie M.\n\nFink,\n\nPrincipal,\n\nPalmer\n\nSchool, Grand Rapids, Mich.\n\nJulia Spooner, Box 188, Route No. 3, Lents\nStation, Portland, Oregon.\n\nAgnes Winn, Director of the Division of\nClassroom Service of the N.\n\nE. A. , as-\n\nsigned consulting member, 1201 Sixteenth\nStreet N. W. , Washington, D. C.\nS. D. Shankland, Executive Secretary, Department of Superintendence, assigned\nconsulting member, 1201 Sixteenth Street\nN. W. , Washington, D. C.\n\n"}
{"page": 1028, "printed_page": null, "text": "COMMITTEES FOR 1924-25\n\n967\n\nCOMMITTEE ON STANDARDS , REQUIREMENTS, AND CREDITS OF TEACHERS\nIN THE SERVICE\n\n(Authorized by Executive Committee)\nJoseph\n\nRosier,\n\nChairman ,\n\nPresident,\n\nState\n\nTeachers College, Fairmont, W. Va.\nJ. H. Ames, President, State Normal School,\nRiver Falls, Wis.\nW. D. Armentrout, Colorado State Teachers\nCollege, Greeley, Colo.\nSuperintendent of\nB. R. Billinghurst,\nSchools , Reno, Nev.\nRosa Burmaster, Principal, Washington\n\nSchool, 2172 East Main Street, Muncie,\nInd.\n\nThomas W. Butcher, President, Kansas State\nTeachers College, Emporia, Kans.\nTina Cook , 3334 Penn Street, St. Joseph, Mo.\nR. B. Cousins, Kingsville, Texas.\nBessie C. Devine, Assistant Superintendent\nof Schools, Wilmington, Del.\nGlenn Drummond, County Superintendent\nof Schools , Bellefontaine, Ohio .\n\nNebr.\n\nElsie G. Perce, 402 West IIth Street, Anderson, Ind.\nC. A. Phillip, College of Education, University of Missouri , Columbia, Mo.\nAnna L. Pierce, Classroom Teacher, City\nPublic Schools, Ottumwa, Iowa.\n\nSue Powers, Superintendent, Shelby County\nSchools, Memphis, Tenn.\nCharles Richardson, 748 Plymouth Building,\nMinneapolis, Minn.\nGrant Ruland, Superintendent of Schools,\nGunnison, Colo.\n\nW. C. Stebbins, Superintendent of Schools ,\nGrand Forks, N. Dak.\n\nPaul Stetson, Taft School, Dayton, Ohio.\n\nIsabel Eckles, State Superintendent of Public\nInstruction, Santa Fe, N. Mex.\n\nE. S. Evenden, Teachers College, Columbia\nUniversity, New York City.\nFlorence M. Hale, Agent for Rural Education, Augusta, Maine.\n\nJessie M. Hamilton, Principal, Junior High\nSchool,\n\nJ. W. Norman, Dean, Teachers College,\nUniversity of Florida, Gainesville, Fla.\nW. R. Pate, President, Nebraska State Normal School and Teachers College, Peru,\n\nDenver, Colo .\n\nGrace G.\n\nSwan,\n\nSupervisor of Elementary\n\nPractice, Hancock School, Pittsburgh , Pa.\nMay Trumper, State Superintendent of Public Instruction , Helena, Mont.\nMay Wade, Classroom Teacher, Emerson\nSchool , Berkeley, Calif.\n\nFlora Menzel, Room 150 Hotel Wisconsin ,\nMilwaukee, Wis .\n\nMary Houston, Hinckley Community High\nSchool, Hinckley, Ill.\nClara L. Jahnke, 1219 9th Avenue, Spokane,\nWash.\n\nNell E. Lain, 4518 Montgall Street, Kansas\n\nElla Wintler, Classroom Teacher, Public\nSchools, Vancouver, Wash.\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\nJ. A. Pittman, Principal, State Normal\nSchool, Salem, Mass .\n\nCity, Mo.\n\nMrs. Alice W.\n\nLovett, 820 West Grace\n\nStreet, Richmond, Va.\n\nGeorge H. Shafer, Principal, State Normal\nSchool, Willimantic,\n\nD. F. Messenger, Dean of Education, University of Idaho, Moscow, Idaho.\nMina Mollman, Monroe School, East St.\nLouis, Ill .\n\nEmma Moulton, Classroom Teacher, City\nPublic Schools, Des Moines, Iowa.\nMinnie J. Nielson, State Superintendent of\nPublic Instruction, Bismarck , N. Dak .\n\nConn.\n\nJohn L. Dunkle, Principal, State Normal\nSchool, Frostburg, Md.\nShelton Phelps, George Peabody College for\nTeachers, Nashville, Tenn.\nS. D. Shankland, Secretary of the Department of Superintendence of the N. E. Α.\nassigned consulting member, 1201 Sixteenth\nStreet N. W. , Washington, D. C.\n\nCOMMITTEE ON THE TEACHING OF DEMOCRACY\n\n(Authorized by Executive Committee)\n\nJ. O. Engleman, Chairman, Superintendent\nof Schools, Terre Haute, Ind.\nWalter Athern, 54 Converse Avenue, Malden,\nMass.\n\nWilliam C. Bagley, Teachers College, Columbia University, New York City.\nGrace Bridges , 331 Chamber of Commerce\nBldg., Portland, Oregon.\nCharles E. Chadsey, Dean, Department of\nEducation, University of Illinois, Urbana,\n111.\n\nRandall J. Condon, Friendship, Maine.\nJ. M. Gwinn, Superintendent of Schools,\nSan Francisco, Calif.\nL. Thomas Hopkins, Professor of Education, University of Colorado, Boulder,\nColo.\n\nLida Lee Tall, Principal, Marylnad State\nNormal School, Towson , Md.\nA. Duncan Yocum, University of Pennsylvania, Philadelphia, Pa.\nKatherine Hamilton, Assistant Superintendent of Schools, 401 Court House, St. Paul,\nMinn.\n\nB. H. Bode, Ohio State University, Columbus, Ohio .\n\nHoward C. Hill, School of Education, University of Chicago, Chicago, Ill.\nW. H. Kilpatrick, Teachers College, Columbia University, New York City.\nMabel V. Wilson, 317 Central Building.\nSeattle, Wash.\n\nMargaret Alltucker,\n\nAssistant Director of\n\nthe Research Division of the N. E. A. , as-\n\nFrank G. Pickell, Superintendent of Schools,\nMontclair, N. J.\n\nsigned consulting member, 1201 Sixteenth\nStreet N. W. , Washington, D. C.\n\nFrank E. Spaulding, Dean, Department of\nEducation, Yale University, New Haven,\nConn.\nCOMMITTEE\n\nON\n\nTHRIFT\n\n(Authorized by Representative Assembly)\nArthur\n\nH.\n\nChamberlain,\n\nChairman,\n\n933\n\nPhelan Building, San Francisco, Calif.\n\nL.\n\nB. Alderman, Bureau of Navigation,\nNavy Department, Washington, D. C.\n\nFlorence\n\nBarnard,\n\n1651\n\nBeacon\n\nStreet,\n\nBrookline, Mass .\nJ. A. Bexell, 142 N. 12th Street, Corvallis,\nOregon.\n\n"}
{"page": 1029, "printed_page": null, "text": "968\n\nNATIONAL EDUCATION ASSOCIATION\n\nMrs. Henrietta W. Calvin, Grant Building,\n17th and Pine Streets , Philadelphia, Pa.\nC. H. Dempsey. Commissioner of Education,\nMontpelier, Vt.\n\nJ. M. Gwinn, Superintendent of Schools,\nSan Francisco, Calif.\nFred M. Hunter, Superintendent of Schools ,\nOakland, Calif.\n\nMay Trumper, State Superintendent of Public Instruction ,\n\nHelena ,\n\nMont.\n\nHelen Shove, 3116 Clinton Avenue, Minneapolis, Minn.\n\nBessie Evans, 1005 McGowan Street, Little\nRock, Ark.\n\nMary F. Mooney, 251 Missouri Street, San\n\nWilliam B. Owen, President, Chicago Normal College, Chicago, Ill.\nHomer H. Seerley, President, State Teachers College, Cedar Falls, Iowa.\nEmma A. Jensen, Central High School ,\nWashington, D. C.\nEdna Cotrel , 3240 Clay Street, San Francisco, Calif.\n\nAnna M. Thompson, 1315 Linwood Street,\nKansas City, Mo.\n\nFrancisco, Calif.\n\nJohn J. Cory, Principal, South High School,\nDenver,\n\nColo .\n\nAlice Thompson, 626 West 136th Street, New\nYork City.\n\nAgnes Winn , Director of the Division of\nClassroom Service, assigned consulting\nmember, 1201 Sixteenth Street N. W.,\nWashington, D. C.\n\nCOMMITTEE ON VISUAL\n\nEDUCATION\n\n(Authorized by Representative Assembly)\nThomas E. Finegan, Chairman, 13 Astor\nPlace, Room 307, New York City.\nArthur G. Balcom, Assistant Superintendent\nof Schools , Newark , N. J.\nLora L. Clark, 1237 South Alvarado Street,\nLos Angeles, Calif.\n\nElizabeth Hall, Assistant Superintendent of\nSchools, Minneapolis, Minn .\nJames J. Walsh, Fordham University, New\nYork City.\n\nArthur C. Watkins, 1638 Columbia Road,\nApartment 409, Washington, D. C.\n\nDudley Grant Hays, President, National\nAcademy of Visual Instruction, 460 South\nState Street, Chicago, I11.\nEdwin H. Reeder, Teachers College, Columbia University, New York City.\n\nJoe Coffman, Supervisor of Visual Instruc-\n\nDavid Gibbs, Superintendent of Schools,\n\nCarroll G. Pearse, 3104 Wells Street, Apart-\n\nMeriden , Conn.\n\nA.\n\nW. Abrams, State Education Department, Albany, N. Y.\n\nCharles H. Judd, University of Chicago,\nChicago, I11.\n\nElizabeth Breckenridge, Principal, Louisville Normal School, Louisville, Ky\nErnest L. Crandall, 157 East 67th Street,\nNew York City.\n\nMrs. Susan M. Dorsey, Superintendent of\nSchools, Los Angeles, Calif.\n\ntion, Atlanta, Ga.\n\nJ. V. Ankeny, Associate Professor of Visual\nInstruction, University of Missouri , Columbia, Mo.\nment 410, Milwaukee, Wis .\n\nH. B. Wilson, Superintendent of Schools,\nBerkeley, Calif.\n\nM. C. Lefier, Superintendent of Schools,\nLincoln, Nebr.\n\nMary B. McAndrew, President, Carbondale\nTeachers Association , Carbondale, Pa.\nH. A. Allan, Business Manager of the\n\nN. E. A. , assigned consulting member,\n1201 Sixteenth Street N. W. , Washington,\nD. C.\n\n"}
{"page": 1030, "printed_page": null, "text": "National Education Association\nOfficers 1925-1926\nGENERAL ASSOCIATION\nMARY MCSKIMMON\n\nPresident..\n\nJ. W. CRABTREE .\nHENRY LESTER SMITH .......\n\nSecretary.\n\n... Brookline, Mass .\nWashington, D. C.\nBloomington, Ind.\n\nTreasurer .\n\nExecutive Committee\nMARY MCSKIMMON ...\nJESSE H. NEWLON ....\nWALTER R. SIDERS ..\nHENRY LESTER SMITH .....\nCORNELIA S. ADAIR ..\n\nPresident ...\n\nBrookline, Mass.\n\nVice-President ..\nChairman , Board of Trustees.\nTreasurer .\n\nDenver, Colo .\n.Pocatello, Idaho\n\nBloomington, Ind.\n\n.Member by Election .\n\nRichmond , Va.\n\nBoard of Trustees\nWALTER R. SIDERS ....\nMARY MCSKIMMON ..\nJ. M. GWINN ....\n\n...\n\nCARROLLG. PEARSE\nTHOMAS E. FINEGAN ....\n\nChairman, Superintendent of Schools ....\n.Pocatello, Idaho\nPresident, Principal, Pierce School..\nBrookline, Mass.\nSuperintendent of Schools .\nSan Francisco, Calif.\nMilwaukee, Wis .\n3104 Wells Street ...\n350 Madison Avenue .\nNew York City\n\nVice-Presidents\nJESSE H. NEWLON , Superintendent of Schools ..\n\nW. C. ALDERSON, Superintendent, Multnomah County Schools ..\nJ. R. BARTON , Superintendent of Schools .\nLEE CLARK, Superintendent of Schools.\n\nDenver, Colo.\nPortland, Ore .\n\nOklahoma City, Okla.\nGainesville, Texas\n\nFRANCIS B. HAAS, State Superintendent of Public Instruction .\nHarrisburg, Pa.\nFLORENCE M. HALE, State Agent for Rural Education ...\nAugusta, Maine\nP. L. HARNED, State Commissioner of Education ...\nNashville, Tenn.\nGEORGE E. MARTIN, President, State Teachers College.\nKearney, Nebr.\nEDWIN L. MILLER, Assistant Superintendent of Schools\nDetroit, Mich.\nMARY F. MOONEY, Director, Department Texts and Libraries, City Hall .. San Francisco , Calif.\nHELEN B. SHOVE, Principal, Longfellow School .\nMinneapolis, Minn.\nANNA M. THOMPSON, 1315 Linwood ...\nKansas City, Mo.\n\nBoard of Directors\nDirectors Ex Officio\n\nMCSKIMMON,\n\nMARY\n\nPresident,\n\nBrookline,\n\nMass.\n\nJESSE\n\nH.\n\nNEWLON,\n\nDenver, Colo.\n\nFirst\n\nVice-President,\n\nHENRY LESTER SMITH, Treasurer, Bloomington, Ind.\nWALTER R.\n\nSIDERS, Chairman of Board of\n\nTrustees , Pocatello, Idaho.\nJ. W. CRABTREE, Secretary, Washington, D. C.\n\nLife Directors\nROBERT J. ALEY, President of Butler College.\n\nIndianapolis, Ind.\n\nTHOMAS W. BICKNELL, 207 Doyle Avenue .\n\nProvidence, R. I.\nNashville, Tenn.\n.. Denver, Colo .\nNew York City\n\nBOARD OF EDUCATION ..\n\nMARY C. C. BRADFORD, State Superintendent of Public Instruction .\nELMER ELLSWORTH BROWN, President of New York University .\nNICHOLAS MURRAY BUTLER, President of Columbia University.\nP. P. CLAXTON, Superintendent of Schools .\nO. T. CORSON, R. F. D. No. 2 .\nCHARLES W. ELIOT, President Emeritus of Harvard University.\nH. A. GRAHAM ..\n\nNew York City\nTulsa, Okla.\nOxford, Ohio\nCambridge, Mass.\nMt. Pleasant, Mich.\n\nFREDERICK M. HUNTER, Superintendent of Schools .\n\n..Oakland, Calif.\n\nDAVID B. JOHNSON, President, Winthrop Normal and Industrial College.... Rock Hill, S. C.\nOLIVE M. JONES, Principal, Public School No. 120 .\n\n.New York City\nCalif.\n\nDAVID STARR JORDAN, President Emeritus of Stanford University .\nJAMES Y. JOYNER ......\n\nT. MARCELLUS MARSHALL\nJESSE H. NEWLON , Superintendent of Schools ...\nWILLIAM B. OWEN , President of Chicago Normal College .\n\nRaleigh , N. C.\nStouts Mill, W. Va.\n\nCARROLL G. PEARSE .\n\nJOSEPHINE CORLISS PRESTON, State Superintendent of Public Instruction ....\n\nDenver, Colo .\n\nChicago, Ill.\nMilwaukee , Wis .\nOlympia, Wash .\n\n..Albany, N. Y.\nCHARLES R. SKINNER, Librarian, Legislative Library, Capitol Building .\nSTATE TEACHERS ASSOCIATION OF ILLINOIS, Robert C. Moore, Secretary ........ Carlinville, Ill.\n\n[969]\n\n"}
{"page": 1031, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n970\n\nGEORGE D. STRAYER, Teachers College, Columbia University\n\n..New York City\n\nJOSEPH SWAIN ..\nA. R. TAYLOR .\nTEACHERS INSTITUTE .\n\nPhiladelphia,\n\nSwarthmore, Pa.\nDecatur, Il1.\n\nPa.\n\nWashington, D. C.\n\nJOHN J. TIGERT, U. S. Commissioner of Education .\nMenominee, Wis.\nCHARLESG. WHITE ..\nCHARL O. WILLIAMS, Field Secretary, National Education Association ......Washington, D. C\nState Directors\nAlabama..\n\n........ P. W. HODGES, Secretary, Certification and Placement, State Depart-\n\nAlaska.\n\nment of Education .\nLESTER D. HENDERSON, Commissioner of Education ..\n\nArizona..\n\nHELEN L. BROWN, Superintendent of Cochise County Schools.. Tombstone\n\nArkansas .\nCalifornia ....\n\nANNIE G. GRIFFEY, 2110 Battery Street ..\nANNA G. FRASER, 822 Alma Avenue .\n\nMontgomery\n..Juneau\nLittle Rock\nOakland\n\n..H. B. SMITH, Secretary, Colorado Education Association, 520 Com-\n\nColorado ...\n\nDenver\n\nmonwealth Building\n\nJOHN A. YOUNG, Assistant Superintendent of Schools .\n\nConnecticut ...\n\n..Bridgeport\n\n.H. V. HOLLOWAY, State Superintendent of Public Instruction .... Dover\nDistrict of Columbia . HARRY ENGLISH, Franklin School Building ..\nWashington, D. C.\nFlorida .\n.W. S. CAWTHON , State Superintendent of Public Instruction, Tallahassee\nDelaware.\n\nMilledgeville\n\nGeorgia.\n\nMARVIN M. PARKS, 204 Clarke Street....\n\nHawaii....\n\nWILL C. CRAWFORD, Deputy Superintendent of Public Instruction,\n\nIdaho.\nIllinois .\nIndiana.\nIowa..\nKansas ..\n\nELIZABETH RUSSUM, State Superintendent of Public Instruction.. Boise\n\nHonolulu\nRockford\n\nSARAH L. THOMAS, 401 Kishwaukee Street .\n\nMILO H. STUART, 4535 Park Avenue...\nIndianapolis\nIndependence\nT. R. ROBERTS, Superintendent of Schools .\nM. E. PEARSON, Superintendent of Schools .\nKansas City\nR. E. WILLIAMS , Secretary, Kentucky Education Association, 319-320\n\nKentucky.\n\nLouisville\n\nStarks Building\n\nNew Orleans\nLORETTA R. DOERR, 1323 North Rampart.\nAugusta\nJOSIAH W. TAYLOR, State Agent for Secondary Education .\nWILLIAM BURDICK, State Director of Physical Education, 7 East\nBaltimore\nMulberry Street.\nSomerville\nANNIE C. WOODWARD, 144 School Street ..\n\nLouisiana.\nMaine...\n\nMaryland.\n\n.....\n\nMassachusetts .\nMichigan.\n\nTHOMAS E. JOHNSON, State Superintendent of Public Instruction,\nLansing\n\nMinnesota .\n\nEFFIE MACGREGOR, Principal, John Burroughs School ...\n\nMississippi.\nMontana.\n\nKosciusko\n.H. V. COOPER, Superintendent of Schools ..\n.Columbia\n.T. J. WALKER, Editor, School and Community .\n.R. J. CUNNINGHAM, Secretary, Montana State Teachers Association,\n\nNebraska.\nNevada..\n\n..H. A. WHITENECK, President, Nevada State Teachers Association,\n\nMissouri..\n\nMinneapolis\n\nRoom 9, Kohrs Block...\nM. C. LEFLER, Superintendent of Schools .\n\nHelena\nLincoln\n\nLas Vegas\nPortsmouth\nShort Hills\n\nNew Hampshire ...... FLORENCE H. HEWITT, 24 Chauncey Street...\nNew Jersey\nNew Mexico ......\n\nNew York ...\n\nCHARLES B. DYKE, Superintendent of Schools ....:::::\n\nISABEL L. ECKLES, State Superintendent of Public Instruction, Santa Fe\n.... BRIDGET C. PEIXOTTO, Principal, Public School 108, Queens Borough,\nRichmond Hill\n\nRochester\nJACKSON GALLUP, Principal, Concord School.\nNorth Carolina ......ROBERT H. WRIGHT, President, East Carolina Teachers College,\nGreenville\n\nMINNIE J. NIELSON, State Superintendent of Public Instruction, Bismarck\n.Niles\nR. J. KIEFER, Superintendent of Schools .\n...M. P. HAMMOND, President, Northeastern State Teachers College,\n\nNorth Dakota..\nOhio..\n\nOklahoma.\n\nTahlequah\n\nOregon.......\nPennsylvania .....\n\n.C. A. HOWARD, Superintendent of Schools.\n\nMarsbfield\n\nJESSIE GRAY, President, Pennsylvania State Teachers Association,\n\n1331 Spring Garden Street...\nPhilippine Islands .... LUTHER B. BEWLEY, Director of Education..\n\nPhiladelphia\n.... Manila\n\nPorto Rico ...\n\nJUAN B. HUYKE, Commissioner of Education.\n\nRhode Island.....\n\nWILLIAM O. HOLDEN, Commercial High School, 46 Gooding Street,\n\nSan Juan\nPawtucket\n\nSouth Carolina .......C. M. WILSON, 709 National L. & E. Building ...........\n\nColumbia\n\nSouth Dakota ..\nTennessee .....\n\nMitchell\n.N. E. STEELE, Superintendent of Schools ..\n.S . L. SMITH , General Agent, Julius Rosenwald Fund, Commercial\n\nTexas.\n\nClub Building\nMAMIE S. BASTIAN , 812 Bell Avenue .\n\nNashville\nHouston\n\nUtah ..\n\n.D. W. PARRATT, Secretary, Utah Educational Association, 317 State\nCapitol Building .\nSalt Lake City\n\nVermont ...\n\nMRS. BESSIE K. THOMAS, Supervising Principal, Public Schools,\nWoodstock\nNorfolk\nS. A. MCDONALD, Principal, Ruffner School ..\n\nVirginia.\nVirgin Islands ....\n\nARTHUR E. LINDBORG, Director of Education .\nMEL FORSYTHE, Sands Hotel..\n\nWashington\nWest Virginia .....\n\nJ. H. HICKMAN, Superintendent of Schools ...\n\nWisconsin.\n\nJOHN F. SIMS, President, State Normal School .........\n\nWyoming......\n\n.....A. A. SLADE, Superintendent of Schools ...\n\nSt. Thomas\nTacoma\nHinton\n\nStevens Point\nCasper\n\n"}
{"page": 1032, "printed_page": null, "text": "971\n\nOFFICERS OF DEPARTMENTS\n\nNATIONAL COUNCIL OF EDUCATION\nHENRY LESTER SMITH, Dean , School of Education, Indiana\nUniversity\nBloomington, Ind.\n.FLORENCE M. HALE, State Supervisor of Rural Education, State\nDepartment of Education ..\n....Augusta, Maine\nADELAIDE S. BAYLOR, Chief, Home Economics Education Service,\n\nPresident...\n\nVice-President\nSecretary .\n\nFederal Board for Vocational Education.\n\nWashington, D. C.\n\nExecutive Committee .... A. J. MATTHEWS, President, Tempe Normal School .... Tempe, Ariz .\n(Term expires 1926)\n\nANNA LAURA FORCE, Principal, Broadway Jr. H. S..... Denver, Colo.\n(Term expires 1927)\n\nGEORGE W. CHILD, Superintendent of Schools\n\n. Salt Lake City\n\n(Term expires 1928)\nOFFICERS OF DEPARTMENTS\n\nDepartment of Adult Education\nPresident.....\n\nROBERT C. DEMING, State Director of Americanization, State\n..Hartford, Conn.\nDepartment of Education...\n\nVice\n-President .\n\nMISS WIL LOU GRAY, Supervisor of Adult Education, State\n\nSecretary .\n\nDepartment of Education .\n.. Columbia, S. C.\nMISS WILLIE LAWSON, Deputy State Superintendent of\nSchools .\n.Little Rock, Ark.\nETHEL RICHARDSON, 1023 Pacific Finance Building, Los Angeles, Calif.\n\nTreasurer .\n\nDepartment of Business Education\nPresident\n\n....\n\nJOHN O. MALLOTT, Teacher, Commercial Department, Yeatman\nHigh School ...\n\nSt. Louis, Mo.\n\nVice-President..J. WALTER Ross, Teacher, Commercial Department, South Hills\nHigh School\n\n..Pittsburgh, Pa.\n\nHELEN HAYNES, Teacher of Retail Selling, Emmerich Manual\nTraining High School..\n.. Indianapolis, Ind.\n\nSecretary .\n\nDepartment of Classroom Teachers\nPresident ......\n\n...... Charlestown, Mass .\nJULIA E. SULLIVAN, 9 Marion St.....\nEULA F. HUNTER, 1324 E. Morphy St........... Fort Worth, Texas\nCLARA LYNN, 3 Crockett St.....\n.. Seattle, Wash.\n.....\n\nVice-President ........\nSecretary .\n\nMembers of Executive\nEastern Section, MRS. EDITH B. JOYNES, 1211 Colonial Ave. ,\nNorfolk, Va.\n\nCommittee .\n\n(Term expires 1928)\n\nMiddle Section, ANNA M. THOMPSON, Haddon Hall, Linwood &\nKansas City, Mo.\nTracy......\n(Term expires 1926)\n\nWestern Section, JEAN L. SOULES, Avalon Hotel ..... Spokane, Wash.\n(Term expires 1927)\n\nDepartment of Deans of Women\nFLORENCE PURINGTON, Dean of Women, Mount Holyoke\nCollege\nSouth Hadley, Mass.\n\nPresident\n\nFirst Vice-President ..... ANNA V. DAY, Dean of Women, State Normal School,\nMilwaukee, Wis .\nSecond Vice-President ... AGNES E. WELLS, Dean of Women, Indiana University,\nBloomington, Ind.\nSecretary .\nMARTHA DOAN, Earlham College ...\nRichmond, Ind.\n\nANNA E. PIERCE, Dean of Women, N. Y. State College for\n\nTreasurer .\n\nTeachers\n\n..Albany, N. Y.\n\nDepartment of Elementary School Principals\nIDE G. SARGEANT, Principal, Public School No. 10 .. Paterson, N. J.\nPresident ....\nFirst Vice-President ...... HELEN V. SHOVE, Principal, Longfellow School ..Minneapolis, Minn.\n.... St. Louis, Mo.\nSecond Vice-President ....J. S. NANTS, Principal, Bates School ..\nThird Vice-President .\nSecretary ...\nTreasurer .....\n\nJ. D. WILLIAMS, Principal, Woodlawn School .... Birmingham, Ala.\n... E. RUTH PYRTLE, Principal, McKinley School ... Lincoln, Nebr.\n... Norfolk, Va.\nCOURTLAND V. DAVIS, J. E. B. Stuart School.\n\nExecutive Committee .....ANNA LAURA FORCE, Principal, Broadway Jr. H. S..... Denver, Colo.\n(Term expires 1926)\nLUISE KRAUss, Principal, Grattan School ...... San Francisco, Calif.\n(Term expires 1927)\n\nW. T. LONGSHORE, Principal, Greenwood School .. Kansas City, Mo.\n(Term expires 1928)\nMRS. JESSIE M. FINK, Principal, Palmer School .. Grand Rapids , Mich.\n(Term expires 1929)\n\n"}
{"page": 1033, "printed_page": null, "text": "972\n\nNATIONAL EDUCATION ASSOCIATION\n\nDepartment of Kindergarten Education\nPresident..\n\nMAY HILL, Head of Cleveland Kindergarten-Primary Training\n\nVice-President .......\n\nCLARA MEISNER, Director of Kindergarten Training, State Nor-\n\nSchool\nmal\n\n.... Cleveland,\n\nSchool ...\n\nOhio\n\n.Ellensburg, Washington\n\nRUTH PATTERSON, Supervisor of Kindergartens, Public Schools\n\nSecretary .\n\nIndianapolis, Ind\n\nDepartment of Music Education\nPresident\n\nTo be appointed by the president.\n\nSecretary\n\nDepartment of Rural Education\nPresident ....\n\nVice-President .\n\nSecretary .\n\n.... A. F. HARMAN, Superintendent of Schools, Montgomery County\nMontgomery, Ala.\n..... FLORENCE M. HALE, State Agent for Rural Education,\nAugusta, Maine\nMABEL CARNEY, Teachers College, Columbia University\nNew York City\n\nTreasurer .\n\nMARY E. HOWE, Detroit Teachers College ......\n.. Detroit, Mich.\nExecutive Committee ... JOHN M. FOOTE, Department of Education ...... Baton Rouge, La.\n\nCHLOE BALDRIDGE, State Normal School ...\n....... Peru, Nebr.\nCORA PEARSON, County Supervisor of Elementary Schools\nMontgomery, Ala.\nAugusta, Maine\nRICHARD J. LIBBY, Department of Education .\nJ. S. HOFFMAN, County Superintendent, Hunterdon County\nFlemington, N. J.\nM. S. PITTMAN, State Normal College ....\nYysilanti , Mich.\nMAY TRUMPER, State Superintendent of Education .... Helena, Mont.\nJULIAN E. BUTTERWORTH, Cornell University .\nIthaca, N. Y.\nNORMAN FROST, George Peabody College for Teachers\nNashville, Tenn.\n\nC. G. SARGENT, College of Agriculture...\n\n.. Fort Collins, Colo.\nMACY CAMPBELL, State Teachers College ......... Cedar Falls, Iowa\nN. SEARLE LIGHT, Rural Director, State Department of Education\n\nHartford,\n\nConn.\n\nSandy, Utah\nD. C. JENSEN, Superintendent of Schools.\nSUE POWERS, Superintendent of Schools, Shelby County\nMemphis , Tenn.\nWhitmell, Va.\n\nMRS. A. F. BEVERLEY, Farm Life School .\n\nDepartment of School Health and Physical Education\nPresident.\n\nMELVILLE STEWART, State Supervisor of Physical Education\nCharleston, W. Va.\n\nVice-President\n\n..J. ANNA NORRIS, Director of Physical Education for Women,\nUnivesity of Minnesota ..\n..Minneapolis, Minn .\n\nSecretary- Treasurer ...... FREDERICK W. MARONEY, Director Department of Health Instruction, Public Schools ...\n\nAtlantic City, N. J.\n\nExecutive Committee .... FRANCIS N. MAXFIELD, Bureau of Special Education, State Department of Public Instruction ..\n..Harrisburg , Pa.\n(Term expires 1926)\n\nWALTER F. Совв, Director of Physical Education and Hygiene,\nPublic\n\nSchools .\n\nBaltimore,\n\nMd.\n\n(Term expires 1927)\nETHEL PERRIN , American Child Health Association, 370 Seventh\nAvenue\n..... New York City\n(Term expires 1928)\nELMA ROOD, Director of Health Education, Child Health DemonStration\n....Mansfield, Ohio\n(Term expires 1929)\n\nDepartment of Science Instruction\n\nDepartment of Secondary School Principals\nPresident ...\n\nCHARLES EDWIN KEYES, Principal , Oakland High School\nOakland, Calif.\n\nVice-President ...........L . W. SMITH, Principal, Joliet High School\nSecretary ...\n\nJoliet, Ill.\n\nMARGARET DURKIN , Scranton High School ............. Scranton, Pa.\n\n"}
{"page": 1034, "printed_page": null, "text": "973\n\nOFFICERS OF DEPARTMENTS\n\nDepartment of Social Studies\nHOWARD C. HILL, University of Chicago .\nPresident ..........\nVice-President ...........B. L. PIERCE, University of Iowa ...\n\nChicago, Ill.\nIowa City, Iowa\n\nSecretary-Treasurer ...... EDGAR DAWSON, Hunter College...\nCorresponding Secretary..MARY V. CARNEY, Central High School ...\n\nSt. Paul, Minn.\n\nNew York City\n\nDepartment of Superintendence\nPresident.\n\nFRANK W. BALLOU, Superintendent of Schools, Washington, D. C.\nFirst Vice-President ..... WILLIAM MCANDREW, Superintendent of Schools...... Chicago, Ill.\nSecond Vice-President ... E. E. LEWIS, Superintendent of Schools ..\n..Flint, Mich.\nExecutive Secretary.S. D. SHANKLAND, 1201 16th St. N. W....... Washington, D. C.\nExecutive Committee .... C. B. GLENN, Superintendent of Schools ....\nBirmingham, Ala.\n(Term expires 1926)\nF. D. BOYNTON, Superintendent of Schools ......... Ithaca, N. Y.\n(Term expires 1927)\n\nM. G. CLARK, Superintendent of Schools\n\n. Sioux City, Iowa\n\n(Term expires 1928)\n\nNORMAN R. CROZIER, Superintendent of Schools .... Dallas, Texas\n(Term expires 1929)\n\nDepartment of Teachers Colleges\nPresident ............\n\nROBERT H. WRIGHT, President, East Carolina Teachers\nCollege\n\nGreenville, N. C.\n\nFirst Vice-President ......J. L. JARMAN, State Normal School for Women ...... Farmville, Va.\nSecond Vice-President ....J. O. COATES, East Kentucky State Normal School and Teachers\nCollege\n\nRichmond, Ky.\n\nThird Vice-President ..... A. J. MATTHEWS, President, Tempe Normal School .... Tempe, Ariz.\n\nSecretary- Treasurer ...... H. S. MINNICH, Dean, School of Education, Miami University\n\n.. Oxford,\n\nOhio\n\nDepartment of Visual Instruction\nPresident .\n\nERNEST L. CRANDALL, Director of Lectures and Visual Instruc-\n\ntion, Public Schools.\n... New York City\n...DUDLEY GRANT HAYS , Director of Visual Education, Public\n\nVice-President .\n\nSchools\n\nChicago, I11 .\n\nRITA HOCHHEIMER, Assistant Director of Visual Instruction,\n\nSecretary .\n\nPublic Cchools...\nMembers of Executive\nCommittee ...\n\n..... New York City\n\nA. G. BALCOM, Assistant Superintendent of Schools, Newark, N. J.\nH. B. WILSON, Superintendent of Schools\nBerkeley, Calif.\n\nDepartment of Vocational Education\nPresident..\n\nO. H. DAY, Director of Vocational Education, Public Schools\nKansas City, Mo.\n\nVice\n-President .\n\n.....\n\nSecretary ......\n\n.HOWARD L. BRIGGS, Director of Vocational Education, Public\nSchools\n.. Cleveland, Ohio\n..H. G. McCOMB, State Supervisor of Industrial Education , State\nDepartment of Public Instruction .\n..Indianapolis, Ind.\n\n"}
{"page": 1035, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nINDIANAPOLIS, INDIANA\n\nJune 28-July 3, 1925\n\nGENERAL PROGRAM\n\nSunday Afternoon, June 28, 4 o'clock\nNorth Steps, Soldiers' and Sailors' Monument\nVesper Service\nPresiding Officer-Robert J. Aley, President, Butler College, Indianapolis,\nInd.\n\nCOMMUNITY SINGING-Hymns.\n\nDirector-Ernest G. Hesser, Director of\n\nMusic, Indianapolis, Indiana.\nAmerica\n\nCome, Thou Almighty King\nAmerica, the Beautiful\nINTRODUCTION OF THE PRESIDING OFFICER\n\nJesse H. Newlon, Superintendent of Schools, Denver, Colo., President\nof the Association.\nINVOCATION\n\nReverend H. H. Fout, Bishop of the United Brethren Church, Indianapolis, Ind.\nINTRODUCTORY REMARKS\n\nRobert J. Aley, President, Butler College, Indianapolis, Ind.\nADDRESS- PARADISE\n\nWilliam Lowe Bryan, President, Indiana University, Bloomington, Ind.\nHYMN\n\nDay is Dying in the West.\nBENEDICTION\n\nBishop H. H. Fout.\nThe Arsenal Technical High School Band will play for this service.\n\nIf the weather is unfavorable for an outdoor program, this meeting will\nbe held in the Second Presbyterian Church.\n\nSunday Evening, June 28, 7:30 o'clock\nCadle Tabernacle\n\nPresiding Officer-Jesse H. Newlon, President of the Association.\nMUSIC\n\nTabernacle Presbyterian Church Choir, Director, Fred Newell Morris ;\nOrganist, Paul Matthews .\nCOMMUNITY SINGING led by Fred Newell Morris.\n[974]\n\n"}
{"page": 1036, "printed_page": null, "text": "PROGRAM OF INDIANAPOLIS CONVENTION\n\n975\n\nTHE FAITH OF THE AMERICAN PEOPLE IN PUBLIC EDUCATION\n\nJohn J. Tigert, United States Commissioner of Education, Washington, D. C.\n\nPlatform Guests: Vice-Presidents and Past Presidents of the Association.\nThis meeting is open to the general public without charge.\n\nMembers\n\nare encouraged to pass the word along to their friends in the city.\n\nFirst Day-Monday Morning, June 29, 8:30 o'clock\nCaleb Mills Hall, Shortridge High School\nPresiding Officer-President of the Association.\nCOMMUNITY SINGING AND STATE SONGS\n\nEducational Progress in the First Quarter of the Twentieth Century\nPROGRESS IN THE SCIENCE OF EDUCATION ( Twenty-five Minutes )\n\nFrank W. Ballou, Superintendent of Schools, Washington, D. C., and\nPresident of the Department of Superintendence.\n\nPROGRESS IN ADMINISTRATION AND SUPPORT ( Twenty-five Minutes)\nGeorge D. Strayer, Professor of Educational Administration, Teachers\nCollege, Columbia University, New York City.\nSCHOOLS AND THE BUILDING OF CHARACTER (Twenty-five Minutes)\n\nW. L. Bryan, President, Indiana University, Bloomington, Ind.\nSIGNIFICANT DEVELOPMENTS IN TYPES OF SCHOOLS AND CURRICULA ( Twentyfive Minutes)\n\nJ. M. Gwinn, Superintendent of Schools, San Francisco, Calif.\nPROGRESS IN COLLEGES AND UNIVERSITIES ( Twenty-five Minutes)\n\nE. C. Elliott, President, Purdue University, La Fayette, Ind.\n\nMonday Evening, June 29, 7:30 o'clock\nCadle Tabernacle\n\nFormal Opening Session\nPresiding Officer-Olive M. Jones, First Vice-President of the Association.\nMUSIC-COMMUNITY SINGING led by Fred Newell Morris\n\nArsenal Technical High School Band of Indianapolis, Ind., F. A.\nBarker, Director ( Winner of First Prize in 1925 State Music Contest.)\n\nArsenal Technical High School Girls' Glee Club, Miss Elizabeth Kaltz,\nDirector ( Winner of Second Prize in 1925 State Music Contest. )\nADDRESSES OF WELCOME ( Ten Minutes Each)\n\nE. U. Graff, Superintendent of Schools, Indianapolis, Ind.\nW. P. Dearing, President, Indiana State Teachers Association, Oakland\nCity College, Oakland City, Ind.\nRESPONSE ( Ten Minutes)\n\nMrs. Mary C. C. Bradford, State Superintendent of Public Instruction,\nDenver, Colo., and a former President of the Association.\nADDRESS (Fifteen Minutes)\n\nJames A. Drain, Commander of the American Legion, Indianapolis, Ind.\nPRESIDENT'SADDRESS THE EDUCATIONAL OUTLOOK AT THE END OF THE FIRST\n\nQUARTER OF THE TWENTIETH CENTURY (Twenty-five Minutes )\n\nJesse H. Newlon, Superintendent of Schools, Denver, Colo.\n\n"}
{"page": 1037, "printed_page": null, "text": "976\n\nNATIONAL EDUCATION ASSOCIATION\n\nPlatform Guests : Vice-Presidents and Past Presidents of the Association.\nThis meeting is open to the general public without charge. Members are\nencouraged to pass the word along to their friends in the city. The program will be broadcast from radio Station WFBM, Indianapolis, between\neight and ten P.M., Central Standard Time.\n\nFollowing the program there will be a general reception in the Riley\nRoom of the Claypool Hotel. This reception has been arranged by the\nteachers of Indianapolis in honor of the present officers and past presidents\nof the Association. All members and friends of the Association are welcome.\n\nMonday Afternoon, June 29\nMeetings of Departments and Allied Organizations\n\nSecond Day-Tuesday Morning, June 30, 8:30 o'clock\nCaleb Mills Hall, Shortridge High School\nFirst Business Session of the Representative Assembly\nPresiding Officer-President of the Association.\nCOMMUNNITY SINGING\n\nRobert C. McCutchan, Dean of the School of Music, DePauw Univer- .\nsity, Greencastle, Indiana, Leader.\nREPORT OF COMMITTEE ON CREDENTIALS\nREPORT OF COMMITTEE ON RULES\n\nWilliam B. Owen, President, Chicago Normal College, Chicago, Ill.;\nChairman of Committee on Rules and Official Parliamentarian .\nADOPTION OF ORDER OF BUSINESS\n\nADOPTION OF MINUTES OF WASHINGTON MEETING\n\nPRESIDENT'S REPORT\n\nOUR ASSOCIATION AND ITS WORK ( Fifteen Minutes)\n\nJesse H. Newlon, Superintendent of Schools, Denver, Colo .\nILLITERACY : REPORT AND DISCUSSION ( Twenty Minutes )\nLeader-Mrs . Cora Wilson Stewart, Frankfort, Ky.; Chairman of Illiteracy Commission.\nTHE CHILD- LABOR PROBLEM : REPORT AND DISCUSSION (Twenty-five Minutes )\n\nLeader-John F. Sims, President, State Normal School, Stevens Point,\nWis.; Chairman of the Committee of One Thousand on Child Labor.\n\nCHARACTER EDUCATION : REPORT AND DISCUSSION ( Thirty Minutes)\nLeader-Milton Bennion, Dean of the School of Education, University\nof Utah, Salt Lake City, Utah ; Chairman of the Committee on Character Education.\n\nRELATIONSHIPS OF THE NATIONAL ASSOCIATION WITH DEPARTments, ComMITTEES, AND ALLIED ORGANIZATIONS ; ALSO HOME FOR RETIRED TEACHERS :\nREPORT AND DISCUSSION ( Twenty Minutes)\nLeader-Olive M. Jones, Principal, Public School No. 120, New York\n\nCity; Chairman of the Committee on Relationships and of the Committee on a Home for Retired Teachers .\n\nTHRIFT PROBLEMS : REPORT AND DISCUSSION ( Fifteen Minutes )\nLeader-Arthur H. Chamberlain, Secretary, California State Teachers\n\nAssociation, San Francisco, Calif.; Chairman of Committee on Thrift\nProblems .\n\nNOMINATIONS FROM FLOOR FOR PRESIDENT, VICE-PRESIDENT, AND TREASURER\nROLL CALL OF STATES FOR NOMINATIONS OF STATE DIRECTORS\nANNOUNCEMENTS\n\nResolutions for the consideration of the Committee on Resolutions may be\nhanded to the Secretary, who will place them in the hands of the committee.\n\n"}
{"page": 1038, "printed_page": null, "text": "PROGRAM OF INDIANAPOLIS CONVENTION\n\n977\n\nTuesday Morning, June 30, 8:30 o'clock\nCadle Tabernacle\n\nGeneral Session for Those Not Participating in Representative\nAssembly\n\nPresiding Officer-Frederick M. Hunter, Superintendent of Schools, Oakland,\nCalif., and a former President of the Association.\nTEACHER PARTICIPATION IN THE DETERMINATION OF POLICIES\nFROM THE VIEWPOINT OF THE CLASSROOM TEACHER\n\nAnna Lockwood Peterson, Cincinnati, Ohio.\nCornelia S. Adair, Richmond, Va.\nFROM THE VIEWPOINT OF THE PRINCIPAL\n\nMary McSkimmon, Principal, Pierce School, Brookline, Mass.\nFROM THE VIEWPOINT OF THE SUPERINTENDENT\n\nThomas R. Cole, Superintendent of Schools, Seattle, Wash.\nMUSIC\n\nArsenal Technical High School Orchestra, V. E. Dillard, Director\n(Winner Second Prize 1925 State Music Contest. )\nSolo-Mrs . Hazel Simmons Steele, Soprano.\n\nTuesday Afternoon, June 30\nMeetings of Departments and Allied Organizations\n\nTuesday Afternoon, June 30, 4 to 6 o'clock\nThere will be a general reception at the Herron Art Institute, Pennsylvania and Sixteenth Streets, on Tuesday afternoon, June 30, from four to six.\nThis reception has been arranged by the Indiana State Teachers Association. All members and friends of the National Education Association are\n\nwelcome. Special guests for the day will be artists of Indiana. Transportation will be furnished from Shortridge High School.\n\nTuesday Evening, June 30, 7:30 o'clock\nCadle Tabernacle\n\nIndiana Night\nINTRODUCTION OF THE PRESIDING OFFICER\n\nPresident Jesse H. Newlon.\n\nPresiding Officer-Hon. Ed Jackson, Governor of Indiana .\nMUSIC\n\nIndianapolis Teachers' Chorus, Ernest G. Hesser, Director.\nCULTURE AND BRASS TACKS\n\nMeredith Nicholson, author, Indianapolis, Ind.\nSTEADY AS SHE GOES\n\nAlbert J. Beveridge, former United States Senator from Indiana.\n\nPlatform Guests: Indiana authors and citizens.\nThis meeting is open to the general public without charge. Members are\nencouraged to pass the word along to their friends in the city. The program will be broadcast from radio Station WFBM, Indianapolis, between\neight and ten P.M., Central Standard Time.\n\n"}
{"page": 1039, "printed_page": null, "text": "978\n\nNATIONAL EDUCATION ASSOCIATION\n\nThird Day-Wednesday Morning, July 1, 8:30 o'clock\nCaleb Mills Hall, Shortridge High School\n\nSecond Business Session of the Representative Assembly\nPresiding Officer-President of the Association.\nCOMMUNITY SINGING-Harold E. Winslow, Director of Music, Manual\n\nTraining High School, Indianapolis, Ind., Leader\nPROGRESSIVE FORCES ( Twelve Minutes )\n\nFrancis G. Blair, State Superintendent of Public Instruction, Springfield, Ill.\nTHE TEACHING OF DEMOCRACY : REPORT AND DISCUSSION ( Twenty Minutes )\n\nLeader-J . O. Engleman, Superintendent of Schools , Terre Haute, Ind.;\nChairman of the Committee on Teaching of Democracy.\nWORLD FEDERATION OF NATIONAL EDUCATION ASSOCIATIONS : ( Report and Discussion ( Twenty Minutes)\nLeader-Augustus O. Thomas, State Commissioner of Education,\n\nAugusta, Maine ; Chairman of the Committee on Coöperation with\nthe World Federation of National Education Associations.\n\nCLASSROOM TEACHERS' PROBLEMS : REPORT AND DISCUSSION ( Thirty-five Minutes)\n\nLeader-Anna Riddle, Teacher, Saint Joseph, Mo.; Chairman of the\nCommittee of One Hundred on Classroom Teachers' Problems .\n\nAMERICAN EDUCATION WEEK : REPORT AND DISCUSSION ( Twenty-five Minutes )\nLeader-Thomas E. Johnson, State Superintendent of Public Instruction, Lansing, Mich.; Chairman of the Committee on American Education Week.\n\nTENURE : REPORT AND DISCUSSION ( Thirty Minutes)\n\nLeader-Frederick M. Hunter, Superintendent of Schools, Oakland,\nCalif.; Chairman of the Committee of One Hundred on the Problems\nof Tenure.\n\nWednesday Morning, July 1, 8:30 o'clock\nCadle Tabernacle\n\nGeneral Session for Those Not Participating in Representative\nAssembly\nPresiding Officer-Olive M. Jones, Principal, Public School No. 120, New\nYork City, First Vice President of the Association.\nMUSIC\n\nIndianapolis Teachers' Double Quartette-Ernest G. Hesser, Director.\nCello Solo-Constantin Bakaleinikof, Cellist, Musical Director of Circle\n\nTheatre, Indianapolis ; Bomar Cramer, Accompanist.\nSolo-Miss Goldie Lowman, Soprano, Assistant Supervisor of Music,\nIndianapolis, Ind.\n\nWork of Teachers' Organizations\nDISTRIBUTION OF VOTING POWER TO PREVENT FACTIONAL CONTROL\nLENGTH OF TERM FOR OFFICERS\nHow COMMITTEES SHOULD BE APPOINTED\n\n"}
{"page": 1040, "printed_page": null, "text": "PROGRAM OF INDIANAPOLIS CONVENTION\n\n979\n\nNAMES AND SUBJECTS OF COMMITTEES\n\nPROPORTION OF PROGRAM TO PERSONAL, PROFESSIONAL, PEDAGOGIC, OR GENERAL\nTHEMES\n\nWHEN PROGRAM IS PLANNED AND ANNOUNCED\nBUDGETING THE ASSOCIATION WORK\nWHAT PUBLICATIONS ARE ISSUED AND HOW FINANCED\n\nRECOGNITION BY SCHOOL OFFICIALS\nRECOGNITION BY CIVIC ORGANIZATIONS AND POLITICAL AUTHORITIES\nRELATION OF GROUP ORGANIZATIONS TO A GENERAL LOCAL BODY\n\nRELATION OF LOCAL ORGANIZATION TO STATE ASSOCIATION, AND OF BOTH TO\nTHE NATIONAL ASSOCIATION\n\nParticipants in the discussion will include officially selected representatives from the following States: California, Iowa, Kentucky, Massachusetts,\n\nMichigan, Nebraska, New York, North Dakota, Ohio, Pennsylvania, Tennessee, Washington.\n\nDiscussion from the floor is invited.\n\nWednesday Afternoon, July 1\nThis afternoon is left free in order that teachers may visit literary and\n\nhistoric shrines in and near Indianapolis. The local committee has planned\nexcursions as follows : ( 1) Indiana University and other nearby educational\ninstitutions ; ( 2 ) Riley home, Riley tomb, and Riley Hospital; ( 3 ) Large\n\nautomobile manufacturing plant; (4) Potter Fresh Air School, City Library,\nand Teachers' Special Library ; and ( 5 ) Primary exhibit, Teachers College,\nChildren's Library, and Orchard School. Those desiring to take these excursions should leave their names at information desk, Shortridge High\nSchool, soon after arrival.\n\nWednesday Evening, July 1, 7:30 o'clock\nCadle Tabernacle\n\nPresiding Officer-President of the Association.\nMUSIC\n\nIndianapolis Newsboys' Band, J. B. Vandaworker, Director.\n\nInterpreting the Schools to the Public\nINTERPRETING THE STATE PROGRAM ( Twenty-two Minutes )\n\nJohn\nW. Abercrombie, State Superintendent of Education, Montgomery,\nAla.\nINTERPRETING THE WORK OF THE SCHOOL TO THE HOME ( Twenty-two Minutes)\n\nAnna G. Fraser, Public Schools , Oakland, Calif.\nSTRATEGIC POSITION\n\nOF THE\n\nPRINCIPAL\n\nIN THE\n\nINTERPRETATION\n\nOF THE\n\nSCHOOLS TO THE PEOPLE ( Twenty-two Minutes)\nBelle M. Monroe, Principal, King School, Akron, Ohio.\nINTERPRETING THE SCHOOL PROGRAM TO THE LOCAL COMMUNITY (Twenty-two\nMinutes)\n\nJohn J. Maddox, Superintendent of Schools, Saint Louis, Mo.\nINTERPRETING THE RURAL SCHOOL PROGRAM TO THE PEOPLE ( Twenty-two\nMinutes)\n\nLillia E. Johnson, Superintendent of Eau Claire County Schools, Eau\nClaire, Wis.\n\n"}
{"page": 1041, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n980\n\nPlatform Guests: Officers of departments and allied organizations .\nThis meeting is open to the general public without charge. Members are\nencouraged to pass the word along to their friends in the city. The program\nwill be broadcast from radio Station WFBM, Indianapolis, between eight\nand ten P.M., Central Standard Time.\n\nFourth Day-Thursday Morning, July 2, 8:30 o'clock\nCaleb Mills Hall, Shortridge High School\nThird Business Session of the Representative Assembly\nPresiding Officer-President of the Association.\nCOMMUNITY SINGING AND STATE SONGS\n\nTHE REPRESENTATIVE ASSEMBLY-A GUARANTOR ( Twelve Minutes)\nH. Lester Smith, Dean of the School of Education, Indiana University,\n\nBloomington, Ind.\nSTANDARDS, REQUIREMENTS, AND CREDITS FOR TEACHERS IN SERVICE : REPORT\nAND DISCUSSION ( Twenty Minutes )\nLeader-Joseph Rosier, President, State Teachers College, Fairmont,\nW. Va.; Chairman of the Committee on Standards, Requirements ,\nand Credits for Teachers in Service.\n\nETHICS OF THE PROFESSION : REPORT AND DISCUSSION ( Twenty-five Minutes)\nLeader- Sarah T. Muir, Teacher, Lincoln High School, Lincoln, Nebr.;\nChairman of the Committee on Ethics of the Profession.\n\nLEGISLATIVE COMMISSION : REPORT AND DISCUSSION (Forty-five Minutes)\n\nLeader-George D. Strayer, Professor of Educational Administration,\nTeachers College, Columbia University, New York City ; Chairman\nof the Legislative Commission.\n\nTHE AMERICAN SCHOOL PROGRAM: REPORT AND DISCUSSION ( Twenty- five\nMinutes)\n\nLeader-William B. Owen, President, Chicago Normal College, Chicago,\nIll .; Chairman of the Committee on the American School Program.\nCOMMUNITY RELATIONS: REPORT AND DISCUSSION (Twenty Minutes)\nLeader-George E. Carrothers, College of Education, Ohio University,\n\nAthens, Ohio ; Chairman of the Committee on Community Relations .\n\nThursday Morning, July 2, 8:30 o'clock\nCadle Tabernacle\n\nGeneral Session for Those Not Participating in Representative\nAssembly\nPresiding Officer-William M. Davidson, Superintendent of Schools, Pittsburgh, Pa.\nMUSIC\n\nCommunity Singing-Harold E. Winslow, Director of Music, Manual\nTraining High School, Indianapolis, Ind., Leader.\nCrawfordsville, Indiana, Girls' Glee Club, Flora Rogers, Director\n(Winner First Prize 1925 State Music Contest. )\nSolo-Mrs . Adele Kimble, Soprano.\nMoral Education\nMORAL EDUCATION THROUGH EXTRA CURRICULAR ACTIVITIES ( Twelve Minutes)\nWilliam M. Davidson, superintendent of schools, Pittsburgh, Pennsyl\nvania.\n\n"}
{"page": 1042, "printed_page": null, "text": "PROGRAM OF INDIANAPOLIS CONVENTION\n\n981\n\nBUILDING THE CHILD'S PHILOSOPHY OF LIFE ( Twelve Minutes)\n\nJ. O. Engleman, superintendent of schools, Terre Haute, indiana.\nHOW THE TEACHER MOLDS CHARACTER ( Twelve Minutes )\nJessie M. Gray, president of Pennsylvania State Education Association,\nPhiladelphia, Pennsylvania.\nTHE MORALS OF MODERN YOUTH ( Twelve Minutes )\nHenry Noble Sherwood, Indiana State commissioner of education, Indianapolis, Indiana.\nTHE PARENT'S RESPONSIBILITY FOR MORAL EDUCATION\n\nMrs. A. H. Reeve, President, National Congress of Parents and Teachers , Philadelphia, Pa.\nMORAL CODE FOR SCHOOL CHILDREN ( Twelve Minutes )\n\nW. O. Saunders, Collier's, the National Weekly, 416 West 13th Street,\nNew York City.\nDiscussion from the floor will be welcomed on each of these topics .\n\nThursday Afternoon, July 2\nMeetings of Departments and Allied Organizations\nThursday Evening, July 2, 7:30 o'clock\nCadle Tabernacle\n\nPresiding Officer-President of the Association.\nMUSIC\n\nRaper Commandery Choir, George W. Kadel, Director.\n\nInterpreting the Schools to the Public\nTHE COLLEGES AND THE PEOPLE ( Twenty Minutes )\nE. H. Lindley, President, University of Kansas, Lawrence, Kans.\nTHE FUNCTIONS OF TEACHERS' ORGANIZATIONS IN INTERPRETING THE SCHOOLS\n\nTO THE PUBLIC ( Twenty Minutes)\n\nElla Victoria Dobbs, Associate Professor of Industrial Arts, University\nof Missouri, Columbia , Mo.\nRESPONSIBILITIES OF EDUCATIONAL JOURNALISM IN INTERPRETING THE SCHOOLS\nTO THE PUBLIC ( Twenty Minutes )\n\nJoy Elmer Morgan, Editor, The Journal of the National Education\nAssociation, Washington, D. C.\nRESPONSIBILITY OF THE PRESS IN INTERPRETING THE SCHOOLS TO THE PUBLIC\n\nGlenn Frank, President, University of Wisconsin and Editor, The\nCentury, New York City.\nPlatform Guests: State directors, presidents of State associations, and chairmen of all committees.\n\nThis meeting is open to the general public without charge. Members\nare encouraged to pass the word along to their friends in the city. The\nprogram will be broadcast from radio Station WFBM, Indianapolis, between eight and ten P.M., Central Standard Time.\n\n"}
{"page": 1043, "printed_page": null, "text": "982\n\nNATIONAL EDUCATION ASSOCIATION\n\nFifth Day-Friday Morning, July 3, 8:30 o'clock\nCaleb Mills Hall, Shortridge High School\n\nFourth and Final Business Session of the Representative Assembly\nPresiding Officer-President of the Association.\n\nCOMMUNITY SINGING-Horace Whitehouse, Director of Indianapolis Oratorio Society, Leader.\nOUR CONSTITUENTS ( Twelve Minutes )\n\nOlivia Pound, Assistant Principal, Lincoln High School, Lincoln, Nebr.\nREPORT OF COMMITTEE ON NECROLOGY, 1924-25\n\nErnest L. Crandall, Director of Lectures and Visual Education, Public\nSchools, New York City ; Chairman of Committee on Necrology.\nCO- INCLUSIVE MEMBERSHIP\n\nThomas J. Walker, Editor, School and Community, Columbia, Mo .;\nChairman of the Committee on Co-inclusive Membership.\nREPORT OF THE SECRETARY AND STATEMENT ON MEMBERSHIP\n\nJ. W. Crabtree, Secretary of the National Education Association, Washington, D. C.\nREPORT OF THE TREASURER\n\nCornelia S. Adair, Teacher, Junior High School, Richmond, Va.;\nTreasurer of the National Education Association.\nREPORT OF THE BOARD OF TRUSTEES\n\nWalter R. Siders, Superintendent of Schools, Pocatello, Idaho , Chairman of the Board of Trustees .\nREPORT OF THE AUDIT COMMITTEE\n\nREPORT OF THE EXECUTIVE COMMITTEE AND BOARD OF DIRECTORS, INCLUDING\nTHE REPORT OF THE BUDGET COMMITTEE\nUNFINISHED BUSINESS\nNEW BUSINESS\nREPORT OF COMMITTEE ON RESOLUTIONS\nREPORT ON ELECTION OF OFFICERS\n\nFriday Afternoon, July 3\nMeetings of Departments and Allied Organizations\n\n"}
{"page": 1044, "printed_page": null, "text": "MINUTES OF INDIANAPOLIS CONVENTION\n\n983\n\nMINUTES of the FIFTH REPRESENTATIVE ASSEMBLY¹\n\nIndianapolis , Indiana, June 28-July 3, 1925\nFirst Business Session of the Representative Assembly\nTuesday forenoon, June 30, 1925\n\nThe first business session of the Representative Assembly was held in Caleb\n\nMills Hall, Shortridge High School, June 30, 1925, beginning at 8:30 o'clock. It\nwas called to order by Jesse H. Newlon, president.\n\nHarold E. Winslow, director of music, Manual Training High School, Indianapolis, conducted the community singing.\nMaud Compton, chairman of the Committee on Credentials, was introduced, and\nreported for the Committee that the Credentials of 892 delegates had been sub-\n\nmitted, passed on, and accepted, and recommended that any delegates reporting\nlater, whose credentials were satisfactory to the Credentials Committee, be properly\nseated. A motion was made and carried to adopt the report of the Committee.\n(For list of delegates see Proceedings 1925, page 1060.)\nMr. McDaniel, of Oak Park, Illinois, presented the report of the Committee on\nRules. The Rules were adopted as printed on page 4 of the Official Manual for\nDelegates.\n\nPresident Newlon then explained that in connection with the adoption of rules\n\nfor the Representative Assembly, provision should be made for the nomination of\nofficers under the new plan of election adopted at the Washington meeting in 1924.\nMr. Newlon called attention to the fact that the new procedure provides for a\n\nroll call giving each State an opportunity to make nominations and asked, \"Shall\nwe permit nominating speeches or shall we satisfy ourselves by merely placing the\nname in nomination ? \"\n\nMr. Reynolds, of Ohio, moved that nominating speeches be dispensed with and\nthe names of candidates merely presented. The motion was seconded.\n\nMr. Marshall, of West Virginia, moved to amend to read \"that nominating\nspeeches be limited to two minutes each.\" The motion was seconded.\nMr. Saunders, of Virginia, spoke in favor of nominating speeches. The amendment providing for two-minute speeches was carried, after which the motion as\namended was carried.\n\nPresident Newlon then announced that nominating speeches would be limited\nto two minutes .\n\nThe order of business as printed in the Official Program was next adopted.\nMr. Newlon then called for the minutes. Secretary J. W. Crabtree explained\n\nthat the minutes of the Washington meeting were in the Official Manual, beginning\non page 44, and moved that they be adopted. The motion was carried.\nMr. John R. Boris, of the Near East Relief, introduced to the convention Zadi,\nthe adopted daughter of Dr. and Mrs. Gannaway. He explained that the child\nis one of the many thousands of orphans cared for by the Golden Rule friends of\nthe Near East Relief. Zadi then presented to President Newlon the gavel to be\nused in the convention, explaining that it was made in the Bible Lands by the\n\norphan boys in the Near East Relief-and adding: \"Every day those children over\nthere say 'God Bless America. \" On behalf of the convention, Mr. Newlon accepted the gavel and stated that it was his prayer that there shall be peace and\nrighteousness through all time to come so that little children will never suffer\nagain as they have in the past.\n\nMr. Newlon then presented his report as president, Our Association and Its\nWork.\n\n(For this report see Proceedings 1925, page 47. )\n\n1This is a brief statement of the business sessions at the sixty-third annual meeting of the\nNational Education Association , as prepared by the Secretary. The complete copy of the\nnotes taken by the Reporter is in the Secretary's Office.\n\n"}
{"page": 1045, "printed_page": null, "text": "984\n\nNATIONAL EDUCATION ASSOCIATION\n\nMr. Newlon next introduced Cora Wilson Stewart, chairman of the Illiteracy\nCommission, who presented the report of the Commission. A motion to accept\nthe report was made and carried. (For this report see Proceedings 1925,\npage 140.)\nThe Oregon delegation presented a beautiful floral offering to the convention.\nMr. Newlon called for the report of the Committee of One Thousand on Child\n\nLabor. John F. Sims, president of the State Normal School, Stevens Point, Wisconsin, chairman of the Committee, referred to the report of the Committee printed\n\non page 3 of the Annual Reports, in the hands of the delegates. He then moved\nthe adoption of the Committee's report and the continuance of the Committee. The\n\nmotion was carried.\n\n( For this report see Proceedings 1925, page 172. )\n\nPresident Newlon stated that two eminent men-David Starr Jordan and Charles\nW. Eliot-had accepted service on the Child Labor Committee and suggested that\nthis Association would gladly carry on the fight which they so nobly led in their\ngeneration.\nThe President then introduced Milton Bennion, of Utah, chairman of the Com-\n\nmittee on Character Education, who presented the report of that Committee. On\nmotion the report was accepted and the Committee continued.\n\n(For this report\n\nsee Proceedings 1925, page 182. )\nOlive M. Jones, chairman of the Committee on Relationships of the National\n\nAssociation with Departments, Committees, and Allied Organizations and also of\nthe Committee on a Home for Retired Teachers, discussed the reports of these\n\nCommittees, printed on pages 12 and 13 of the Annual Reports. Miss Jones moved\nthat the Representative Assembly authorize the reappointment of the Committee\non a Home for Retired Teachers and instruct it to begin its work. The motion was\ncarried. It was moved and carried that the report of the Committee on Relationships of the National Association with Departments, Committees, and Allied\n\nOrganizations be adopted. (For the report of the Committee on Relationships\nof the National Association with Departments, Committees, and Allied Organizations see Proceedings 1925, page 184.) For the report of the Committee on a Home\nfor Retired Teachers see Proceedings 1925, page 185. )\nArthur H. Chamberlain, secretary of the California State Teachers Association\nand chairman of the Committee on Thrift Problems, then presented the report of\n\nthat Committee.\n\n( For this report see Proceedings 1925, page 188.)\n\nThe next item of business was the nomination of officers as provided for in the\namendment to the By-Laws adopted at the Washington meeting in 1924. President\nNewlon appointed as tellers the Committee on Elections which had been announced\nearlier in the year, with Mr. Reynolds, of Ohio, as chairman. After Mr. Reynolds\nhad explained the arrangements for ballot boxes and voting, the roll call of the\nStates was begun.\nAlabama nominated its State director and yielded the floor to Virginia. Joseph\nSaunders, of Newport News, Virginia, was recognized.\nMr. Saunders: Virginia is proud of her leadership which she has extended to\n\nthe Nation in times past, because she has been able to serve the Nation. She comes\nto you this morning and offers to you again her leadership in one of her favorite\ndaughters-a lady who has served you well and faithfully for the past five years,\nas Treasurer, and member of your Executive Committee. It gives me great\npleasure to present at this time the name of Cornelia S. Adair as President for the\nensuing term.\n\nAlaska, the next name to be called, nominated its director and yielded the floor\nto Massachusetts. Payson Smith, of Boston, Massachusetts, was recognized.\nMr. Smith: I wish to present to you this morning the name of a daughter of\nMassachusetts, who has been identified for many years with all grades and\nbranches of educational activity, and she has not lost sympathy with any part, but\n\nrather has gained sympathy. During the last few years she has been deeply interested in every part of the work of the National Education Association. No one\n\n"}
{"page": 1046, "printed_page": null, "text": "MINUTES OF INDIANAPOLIS CONVENTION\n\n985\n\ncan exceed her in her devotion to the interest of this Association and I am most\n\nproud to present the name of Mary McSkimmon, of Brookline, Massachusetts, as\nPresident for the coming year.\nThe nomination of Miss Adair was seconded by Arkansas, Florida, Kansas,\nNorth Carolina, Oregon, Tennessee, Texas, Washington, and West Virginia.\nThe nomination of Miss McSkimmon was seconded by California, Connecticut,\n\nColorado, Maine, Michigan, Nebraska, New Hampshire, New Mexico, North\nDakota, Rhode Island, and the Virgin Islands.\nPresident Newlon explained that there were twelve vice-presidents, the retiring\npresident being ex-officio first vice-president, leaving eleven to be elected. The\nfollowing candidates were nominated for the office of vice-president : W. C.\nAlderson, J. R. Barton, Lee Clark, Francis B. Haas, Florence Hale, P. Harned,\n\nGeorge E. Martin, Edwin L. Miller, Mary Mooney, Hattie Morton, Helen D.\nShove, J. Q. Thomas, Anna M. Thompson, and Caroline S. Woodruff.\nNominations for Treasurer of the Association were next called for. Henry\nLester Smith, dean of the School of Education, Indiana University, and F. E.\nReynolds, secretary of the Ohio State Teachers Association, were nominated. Mr.\nReynolds withdrew his name and asked that Doctor Smith be the unanimous\nnominee of the Assembly for Treasurer. The motion to this effect was carried.\n\nFor a list of State directors as nominated by the various States and elected see\nProceedings 1925, page 970. )\nA motion to adjourn was then carried and the Assembly adjourned at 12:30\no'clock, P.M.\n\nSecond Business Session of the Representative Assembly\nWednesday forenoon, July 1, 1925\n\nThis session was called to order by President Newlon, Wednesday morning,\nJuly 1, 1925, at 8:30 o'clock, in Caleb Mills Hall, Shortridge High School.\nThe musical services of the morning were directed by Harold E. Winslow, of\nIndianapolis, Indiana.\n\nA motion was made by Mr. Reynolds \"that the secretary be instructed to cast\nthe ballot of this Association for all candidates for director, vice-president, and\ntreasurer, who have no opposition, when the result of the election is announced\nFriday.\" Motion seconded by West Virginia and carried.\nPresident Newlon explained that it was necessary for an alternate, who was\n\ntaking the place of a delegate, to exchange his credentials for the delegate's\ncredentials to entitle him to take the place of the delegate.\n\nThe President urged everyone of the Assembly to exercise his right to vote, in\norder \"that the election of a president will be by a majority of the delegates and\n\nnot by a minority, as so often happens in our general elections.\"\nMr. Newlon then explained that he had asked three distinguished members of\n\nthe profession to make talks on matters of general policy on three successive mornings and introduced Francis G. Blair, State superintendent of public instruction,\nSpringfield, Illinois, who spoke on Progressive Forces. ( For this address see\n\nProceedings 1925, page 84.)\nThe chairman of the Committee on the Teaching of Democracy, J. O. Engleman,\n\nof Terre Haute, Indiana, was introduced and presented the report of that Committee, printed on page 15 of the Annual Reports. A motion was carried unanimously to have the Committee continue the study of this problem. (For this\nreport see Proceedings 1925, page 191.)\nPresident Newlon then called for the report of the Committee on Partial Payment\nof the Expenses of Delegates to the Annual Convention. Cornelia S. Adair, chairman of the Committee, moved the adoption of the report as printed on page 48 of\n\nthe Annual Reports. The motion was seconded and carried unanimously.\nthis report see Proceedings 1925, page 264. )\n\n( For\n\n"}
{"page": 1047, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n986\n\nMr. Newlon next called for the report of the Committee on Coöperation with\nthe World Federation of National Education Associations .\n\nIn the absence of the\n\nchairman, Augustus O. Thomas, the report was read by Secretary Crabtree.\n\nOn\n\nmotion the recommendation of the Committee that the Association continue its\n\nmembership in the World Federation of National Education Associations was\nadopted.\nThe report of the Committee of One Hundred on Classroom Teachers' Problems was presented by Anna Riddle, of St. Joseph, Missouri, chairman of the\n\nCommittee. Miss Riddle moved that the report be filed, placed upon the record\nand the Committee continued.\n\nMotion carried.\n\nMr. Newlon then introduced Thomas E. Johnson, State superintendent of public\n\ninstruction, Lansing, Michigan, chairman of the Committee on American Education\nWeek, who presented the report of that Committee. Mr. Johnson moved the\nadoption of the report and that the Committee be continued. After discussion the\nmotion carried.\n\nFrederick M. Hunter, of Oakland, California, chairman of the Committee on\nTenure, was then introduced. He made a plea for more attention to this problem\n\nand moved that the report of the Committee, as embodied in the printed pamphlet\nin the hands of delegates, be accepted and that the Committee be continued.\nMotion carried. ( For this report see Proceedings 1925, page 220. )\nPresident Newlon declared the meeting adjourned at 11:30 o'clock, Α.Μ.\nThird Business Session of the Representative Assembly\nThursday forenoon, July 2, 1925\n\nThis session was held in Caleb Mills Hall, Shortridge High School, Indianapolis,\nIndiana, Thursday forenoon, July 2, 1925, Mr. Newlon presiding.\nFollowing the community singing, several State delegations sang their State songs.\nHenry Lester Smith, dean of the School of Education, Indiana University, Bloomington, Indiana, delivered an address, entitled The Representative Assembly-A\nGuarantor. ( For this address see Proceedings 1925, page 87. )\nMr. Newlon introduced Sarah T. Muir, of Lincoln, Nebraska, Chairman of the\nCommittee on Ethics of the Profession, to give the report of that Committee. Miss\nMuir moved that in view of the unfinished work of the Committee it be continued.\n\nMotion carried.\n\n(For this report see Proceedings 1925, page 241. )\n\nJoseph Rosier, president, State Teachers College, Fairmont, West Virginia,\nchairman of the Committee on Standards, Requirements, and Credits for Teachers\nin Service, presented the report of that Committee, printed on page 24 of the Annual\n\nReports. After discussion by Miss McIntyre, of Iowa; Mr. Kirk, of Missouri ; and\nothers, Mr. Rosier moved that the Committee be authorized to continue this work\n\nduring the coming year. Motion carried.\n\n(For this report see Proceedings 1925,\n\npage 237.)\nPresident Newlon called for the report of the Legislative Commission, which\n\nwas given by George D. Strayer, chairman of the Commission, printed on page\n31 of the Annual Reports.\n\nMr. Strayer moved \"that the Representative Assembly\n\napprove the principles embodied in the bill here presented and instruct their\nLegislative Commission to do all in their power to see that the principles in this\nbill are presented to and passed by the Congress of the United States.\" After\ndiscussion by Mr. Teller, of Massachusetts, and other delegates, the motion was\npassed, with only two dissenting votes. (For this report see Proceedings 1925,\npage 244.)\n\nPresident Newlon next explained that he had appointed a committee, under the\nchairmanship of Thomas E. Finegan, to draft a set of instructions to delegates to\nthe World Federation of National Education Associations. After explaining that\nthey had been approved by the Executive Committee, Doctor Finegan presented\nthe instructions to the delegates and moved their adoption.\ncarried.\n\nThe motion was\n\n"}
{"page": 1048, "printed_page": null, "text": "MINUTES OF INDIANAPOLIS CONVENTION\n\n987\n\nDelegates to the World Federation conference were thereby asked to seek to\nhave incorporated in its constitution the following principles : ( 1) Only chief\nnational education associations in each country to be entitled to membership ; ( 2)\nDelegates from each country to be chosen by that national association; ( 3 ) Equality\nof representation for each country based on the number of teachers employed in\nthe schools of the country ; ( 4) Delegates from the United States to the 1925\nbiennial meeting to be limited to twenty-five, they having power to select more if\nconditions demand it; ( 5) That the work of the World Federation be carefully\nrestricted to the prime purpose for which it was formed-to promote through\npopular education \"mutual goodwill and respect between all people of the world\n\nand to develop in the minds of the citizens of future generations such understanding of the contributions of all nations to civilization and the common interests\nof mankind everywhere as shall ultimately establish peace upon the earth.\"\n\nGeorge E. Carrothers, College of Education, Ohio University, Athens, Ohio,\nchairman of the Committee on Community Relations, was next introduced to give\nthe report of that Committee, printed on page 33 of the Annual Reports. Mr.\nCarrothers also presented a series of resolutions. The President suggested that\nformal action on these resolutions should not be taken until next year, when they\nmight be included in the printed report placed in the hands of the Representative\nAssembly. On motion this report of progress was accepted and the Committee\ncontinued. (For this report see Proceedings 1925, page 249.)\nPresident Newlon announced that William B. Owen, chairman of the Committee on the American School Program, was unable to be present, but \"that the\nPresident and Executive Committee consider this American School Program a\nvery important committee and are considering a substantial donation for the carrying on of that work.\"\nThe convention adjourned at 11:30 o'clock A.M.\n\nFourth Business Session of the Representative Assembly\nFriday forenoon, July 3, 1925\n\nThis session was called to order by the President, Jesse H. Newlon, Friday\nmorning, July 3 , 1925, at 8:30 o'clock, in Cadle Tabernacle, Indianapolis, Indiana .\nThe community singing was conducted by Horace Whitehouse, director of the\nIndianapolis Oratorio Society.\nThe President introduced Ernest L. Crandall, director of Lectures and Visual\nEducation, public schools, New York City, chairman of the Committee on Necrology,\nto give the report of that Committee. (For this report see Proceedings 1925,\npage 1058. )\n\nOlivia Pound, assistant principal, Lincoln High School, Lincoln, Nebraska,\ndelivered an address, Our Constituents. (For this address see Proceedings 1925 ,\npage 90.)\nMr. Newlon then introduced Uel W. Lamkin, chairman of the Committee on\nResolutions, who presented the report of that Committee. Mr. Lamkin explained\nthat the few days of the meeting gave too little time for thorough consideration of\nall the proposals presented to the Resolutions Committee and moved that a pre-\n\nliminary committee on resolutions be appointed earlier in the year and instructed\nto consider proposed resolutions and to present a rough draft to the Resolutions\nCommittee. The motion was adopted. Mr. Lamkin then presented the report of\nthe Committee, item by item, each item being voted on before passing to the next.\nAfter reading of the resolution on child labor, Mary C. C. Bradford, of\n\nDenver, Colorado, moved the following substitute :\nThe National Education Association reaffirms its faith in and pledges itself to work for\nthe ratification of the Twentieth Amendment, until it is made a part of the Constitution of\nthe United States.\n\n"}
{"page": 1049, "printed_page": null, "text": "988\n\nNATIONAL EDUCATION ASSOCIATION\n\nFrederick M. Hunter, of California, explained that the resolution as presented\nby the Committee included the position stated in Mrs. Bradford's substitute resolution, but that in the interest of simplicity he was in favor of her motion.\nMary McSkimmon, on being recognized by the chair, said: \"I want to stand for\nthe Child Labor Amendment. All our work in character building will be thrown\n\naway-one half of it is being thrown away because we have not the power to keep\nthe child in school long enough to appeal to his thinking judgment the application\nof what he has been taught. The children of our schools today are our only excuse for being. They are that great object of interest with which we are mostly\nconcerned .\"\n\nHarvey C. Minnich, dean of the School of Education, Miami University, Oxford,\nOhio, then spoke on behalf of the resolution presented by the Committee. The\ndebate was then closed by the adoption of the previous question which prevented\n\nfurther discussion and the vote was in favor of the resolution presented by the\nCommittee. Other resolutions presented from the floor were on motion referred\nto the Resolutions Committee. The remaining resolutions were then read and\nadopted one by one, after which the report of the Resolutions Committee as a\n\nwhole was adopted. ( For this report see Proceedings 1925, page 1009. )\nThe President next called for the report of the Committee on Co-inclusive Membership. In the absence of the chairman, Thomas J. Walker, editor, School and\nCommunity, Columbia, Missouri, the report was presented by Arthur L. Marsh,\nof Seattle, Washington, a member of the Committee. A motion to continue this\nCommittee was carried. (For this report see Proceedings 1925, page 253. )\nMr. Crabtree then presented his report as secretary, which had been printed\nand placed in the hands of delegates, and moved that it be approved. Motion\ncarried. (For this report see Proceedings 1925, page 1025. )\n\nMr. Newlon next introduced T. D. Martin, recently appointed director of the\nDivision of Membeship at headquarters .\nThe Treasurer of the Association, Cornelia S. Adair, was introduced and ex-\n\nplained the printed report of the Treasurer, which was in the hands of delegates.\nThe adoption of the report was moved by Miss Adair. Motion carried. ( For this\nreport see Proceedings 1925, page 1011.)\nWalter R. Siders, chairman of the Board of Trustees, presented the report of the\nBoard and moved its adoption. The motion carried unanimously. ( For this report\n\nsee Proceedings 1925, page 1015. )\nMr. Saunders, of Virginia, moved the adoption of the printed report of the\nAuditing Committee covering the reports of the Treasurer and Trustees.\n\nMotion\n\ncarried.\n\nThe report of the Board of Directors and Executive Committee, including the\n\nBudget Committee, was presented by Walter R. Siders, who explained : \"We have\ngotten out of debt; but the Auditors find that we have made an improvement of\n$63,000 in our net operations. For this the Executive Committee give credit to\n\nour Secretary, Mr. Crabtree, and his associates.\" It was moved to adopt the\nreport and the budget. Motion carried. (For this report see Proceedings 1925,\npage 989. )\nMr. Newlon announced that the next order of business was the consideration of\n\nproposed amendments to the Association's By-laws as found on pages 5 and 6 of\nthe Official Manual. On motion the following amendment, relating to the formation\nof new departments, was adopted:\nThat in Section 8, of Article 5, of the By-laws of the Association relating to the formation\nof new departments, the words \" two hundred fifty\" be substituted for the words \"twenty-five\"\nand that following the phrase \"proposed to be established\" there be added the clause \"provided\nthat no group shall be admitted to departmental status until is shall have held constructive\nmeetings for at least three successive years.\"\n\n"}
{"page": 1050, "printed_page": null, "text": "MINUTES OF INDIANAPOLIS CONVENTION\n\n989\n\nThe second amendment, concerning membership in the National Council, which\nhad been proposed by William B. Owen, president of the Chicago Normal College,\nwas adopted as follows :\nAmend Article 4, Section 2, of the By- laws, by adding the following words: \"In addition\nto the 120 members thus selected from the active membership, the National Council may in\nits by-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\nPresident Newlon then called for new business. Miss Blake, of New York,\nasked that the President of the Association appoint a committee on Training for\nWorld Co-operation and Peace. It was voted that the committee be appointed.\nMiss Peixotto, of New York, moved to amend the Constitution, \"Board of Direc-\n\ntors,\" on page 55 of the Official Manual, by inserting \"In any State where the active\nmembership exceeds ten thousand, an additional director will be allowed and the\n\ndivision of the field work shall remain on the defined geographic lines.\"\n\nMr.\n\nNewlon declared such a proposal out of order because it would amend the Act\nof Congress, under which the Association is organized.\nThe President then introduced Homer H. Seerley, of Iowa, who, for fifty years\nhas been a member of this Association.\n\nMr. Newlon next presented Frank E. Reynolds, of Ohio, who read the report\nof the Committee on Elections. The report of the Committee was adopted and\nthe Secretary cast the unanimous ballot of the Association for the persons whose\n\nnames were recommended by the Committee, and Mr. Newlon declared the officers\nduly elected.\n\nThe President then introduced the newly-elected president, Mary McSkimmon,\nprincipal, Pierce School, Brookline, Massachusetts, who expressed her appreciation\nof the honor and pledged her allegiance to the ideals for which the Association\nstands .\n\nThe Sixty-Third Annual Meeting of the National Education Association of the\n\nUnited States was then declared adjourned.\n\nREPORT OF THE EXECUTIVE COMMITTEE TO THE\nBOARD OF DIRECTORS AND TO THE REPRESENTATIVE ASSEMBLY\nThe Executive Committee submits for consideration the following report and\nrecommendations :\n\nREPORT OF THE BUDGET COMMITTEE\n\nBudget for June 1, 1925, to May 31, 1926\nFinancial Condition at End of Fiscal Year\n\nLast year's indebtedness has been paid, and the fiscal year closed with a cash\nbalance of $18,555.83 . The Auditors state that there is \" an improvement in the\noperation of the Association of $ 63,032.12.\"\nBasis of the Budget\nThe sum of the cash receipts of the last fiscal year and the amount remaining\nafter all bills of the last fiscal year are paid is taken as the basis of the budget\nfor 1925-1926.\n\n"}
{"page": 1051, "printed_page": null, "text": "990\n\nNATIONAL EDUCATION ASSOCIATION\n\nCash receipts of the last fiscal year :\nFor the General Association .\n\n...$338,933.50\n\n$2,952.10\nFor the Department of Superintendence ( net)\n35.24\nFor the Department of Elementary Principals ( net) ....\nNot available for budget ........\n\n$2,987.34\n\nFrom the computation immediately below, add..\n\n2,955.35\n\nAvailable for Budget...\n\n$341,888.85\n\nComputation Current Accounts :\nCash on hand at end of fiscal year .....\n\n$18,555.83\n\nAccounts and notes receivable ..\n\n$16,696.58\n\nReserved for doubtful accounts .\n\n1,000.00\n\n15,696.58\nTotal\n\n34,252.41\n\nLess Obligations :\nTrust Funds :\n\nDepartment of Superintendence .\nDepartment of Elementary Principals ....\n\n$6,924.95\n917.10\n\n$7,842.05\nCurrent Bills\n\n23,455.01\n31,297.06\n\nBalance Available\n\n2,955.35\n\nSchedule of Expense\nPurpose of Expense\n\nExpended\n1924-1925\n\nBudget\n1925-1926\n\n1 Board of Trustees\n2 Executive Committee\n\n$602.64\n3,276.82\n\n$900.00\n4,800.00\n21,349.63\n7,500.00\n\nSchedule\n\n3\n\nSecretary's Office\n\n4 Division of Accounts\n\n5 Legislative Division\n6\n7\n8\n9\n10\n\nDivision of Business\nDivision of Publication\nDivision of Research\nDivision of Classroom Service\nDivision of Administrative Service .\n\n21,349.63\n15,348.90\n\n15,417.572 16,507.65\n18,720.92\n\n19,526.00\n\n15,040.18 /\n2 16,570.33\n15,900.43\n\n21,878.24\n\n6,168.73\n\n6,410.95\n\n1,874.01\n\n2,651.00\n\n11 Division of Records and Membership .\n12 Plant, 1201 Sixteenth St.\n13 General Office Expenses\n\n19,475.87\n\n16,208.94\n20,175.87\n\n14 Annual Convention\n\n6,889.11\n\n6,556.98\n\n6,856.98\n6,889.11\n\n15a Collection of Membership Dues .\n\n5,168.76\n\n5,168.76\n\n15b Membership Campaign\n16 Journal of the N. E. А.\n\n23,016.28\n\n23,016.28\n86,719.67\n\n17\n\nResearch Bulletin\n\n18\n\nFinancing Delegates\n\n19 Special Appropriations, 1923-4-5\n20 Office Furniture, etc.\n21 Volume of Proceedings\n\n86,719.67\n6,554.57\n9,531.00\n17,607.92\n1,083.72\n7,792.14\n\n6,554.57\n\n10,000.00\n21,900.00\n3,230.00\n7,792.14\n\n"}
{"page": 1052, "printed_page": null, "text": "REPORT OF THE EXECUTIVE COMMITTEE\n\n991\n\nExpended\n\nBudget\n\n1924-1925\n\n1925-1926\n\n22 Membership World Federation\n\n1,150.00\n\n1,150.00\n\n23 Membership American Council\n\n100.00\n\nSchedule\n\nPurpose of Expense\n\n100.00\n\nPermanent Fund\n\n2,500.00\n\n25 Emergency Fund\n\n5,623.73\n\n24\n\nTotal\n\nSchedule Purpose of Experise\n1 Board of Trustees\n\n$305,345.86 $341,888.85\nExpended\n1924-1925\n\n$602.64\n\nBudget\n1925-1926\n\n$900.00\n\nProvision is made in this amount for a third meeting of the Board of Trustees.\nThe fall meeting was omitted last year because of the deficit in the current funds\nof the Association. The actual expenses under this item vary from year to year,\ndepending on location of meetings and also on the location of officers.\nThe Board of Trustees meets with the Executive Committee at all meetings and\n\nacts jointly with it on all questions of income, expenditures and policies .\n2 Executive Committee :\n\nPresident ( 1923-1924)\nPresident ( 1924-1925 ) :\n\n485.45\n\n1,110.22\n\nFirst Vice-President ( 1923-1924)\n\n105.23\n\nFirst Vice-President ( 1924-1925)\n\n236.68\n\nTreasurer\n\n267.56\n\nChairman Board of Trustees\n\n685.19\n\nMember by Election ( 1923-1924)\nMember by Election (1924-1925)\n\n121.13\n265.36\n\n$3,276.82\n\n$4,800.00\n\nProvision is made for the usual fall meeting of the Executive Committee. This\nmeeting was not held last year. If it should be omitted this year the increase\nwould not be necessary. The fall meeting is very important and should be held\nexcept in emergencies .\n\nAs the Association extends its activities, and as its responsibility to its membership\nand the public increases the Executive Committee must necessarily give more and\nmore time and attention to the problems of the profession.\n1924-1925\n\nBudget\n1925-1926\n\n$18,394.94\n\n$ 18,394.94\n\nExpended\n\nSchedule Purpose of Expense\n3\n\nSecretary's Office :\nSalaries and Clerical Service\n\nTraveling Expense\nStationery and Supplies\nStamped Envelopes\n\n585.77\n\n585.77\n\n248.25\n\n248.25\n\n1,312.19\n\n1,312.19\n\nTelegrams\n\n284.49\n\n284.49\n\nMiscellaneous Printing\n\n523.99\n\n523.99\n\n$21,349.63\n\n$21,349.63\n\nTotal\n\nThe increase in correspondence on affiliations, life memberships, one hundred\nper cent schools, and with departments and committees will about offset the portion\nto be turned over to the Division of Records and Membership.\n\n"}
{"page": 1053, "printed_page": null, "text": "992\n\nNATIONAL EDUCATION ASSOCIATION\n\n4 Division of Accounts :\nClerical Services\n\nStationery and Office Supplies\nStamps and Cards\nTotal\n\n$14,958.94\n\n$7,000.00\n200.00( a)\n300.00(b)\n\n139.16\n250.80\n\n$15,348.90\n\n$7,500.00\n\n(a) To cover purchase of additional books and supplies for handling the accounts\nof the Association.\n\n(b) To cover additional cost of billing due to increase in the number of Accounts Receivable .\n\n5 Legislative Division :\nSalaries and Clerical Services\n\n$11,723.56\n\nTraveling Expenses\nStationery and Office Supplies\n\n1,316.66\n\nPostage and Stamped Envelopes\nTelegrams\nGeneral Expense\nTotal\n\n(1)\n\n$11,723.56\n1,884.09 (1)\n\n104.36\n\n441.432\n146.79\n\n1,684.77\n\n200.00 (2)\n700.00 (3)\n\n500.00 (4)\n1,500.00 (5)\n\n$15,417.572 $16,507.65\n\nTraveling Expenses:\n\nThe most intensive campaign on the Education Bill which has yet been waged\nwill come during the next session of Congress. The increased activities on the\n\nbill will necessitate an increase of funds to promote the interests of the bill. This\nwill increase the item of Traveling Expenses which includes local monthly expenses.\n\nIn 1924-1925 over a period of ten months $218.67 was spent for local monthly expenses, an average of $21.86 a month.\n(2) Stationery and Office Supplies :\nIt is estimated that greater activities in the Field Division will increase the expenditure for this item.\n\n(3) Postage and Stamped Envelopes :\nThis item is increased to take care of the increase in correspondence as well as\nthe increase in postal rates.\n(4) Telegrams :\n\nIn bringing needed support to the Education Bill in the next session of Congress\nit will be necessary many times to communicate quickly with the constituents of\n\nCongressmen in their congressional districts-telegraphic service will be used for\nthis communication which will cause an increase in the expenditure for this item.\n(5) General Expense :\n\nThis item covers the printing done by the Division. Since a new bill will be\nintroduced for a Department of Education it will be necessary to have entirely new\nliterature printed. This item covers the cost and distribution of the records of the\nhearings which will be held. A decrease is made in this item because it is the\nintention of those who have the hearings in charge to keep the size of the record\ndown as low as possible, thereby decreasing the cost.\nExpended\nSchedule\n\nPurpose of Expense\n\n1924-1925\n\nBudget\n1925-1926\n\n6 Division of Business :\n\nSalaries and Clerical Expense\nTraveling Expense\nStationery and Office Supplies\nPostage and Stamped Envelopes\nTelegrams\n\n$8,651.27\n437.68\n\n$8,648.00\n400.00 (1)\n\n220.89\n\n220.00\n\n331.19\n\n330.00\n35.00\n\n32.42\n\n"}
{"page": 1054, "printed_page": null, "text": "993\n\nREPORT OF THE EXECUTIVE COMMITTEE\n\nBudget\n1925-1926\n\nExpended\n1924-1925\n\nTyping Section\nMailing Section\nMultigraph Section\nAddressograph Section\nTotal\n\n10.00 (2)\n\n9.17\n\n2,278.71\n152.38\n\n2,716.00\n\n100.00 (3)\n7,067.00 (4)\n\n6,607.21\n\n$18,720.92\n\n$19,526.00\n\n( 1) On basis of annual meeting in eastern United States.\n( 2) Cost distributed to activities for which work is done; balance required for\noverlay at end of year.\n\n(3)\n\nCost distributed to activities for which work is done; balance required for\n\noverlay at end of year.\n(4) Includes following:\nThree Salaries\n\n$3,300.00\n\nWages of from 3 to 6 temporary clerks and operators .\n\n....\n\nStock and material\n\n3,276.00\n500.00\n\n$7,076.00\n7\n\nDivision of Publications :\nSalaries and Clerical Service\n\nStationery and Supplies\nPostage and Stamped Envelopes\nTelegrams\nGeneral Expense\nReprints\nPhotographs and Prints\nTraveling Expense\nTotal\n\n$13,713.00\n\n$14,713.00 ( 1)\n\n285.24\n\n285.24\n\n349.352\n\n549.50 ( 2)\n\n44.77\n\n44.77\n\n67.30\n\n67.30\n\n267.25\n\n267.25\n\n29.50\n\n59.50\n\n283.77\n\n583.77 ( 4)\n\n$15,040.182 $16,570.33\n\n(1) During the past year THE JOURNAL and other publications of the Association have suffered somewhat from our efforts to keep expenses down. Much of\n\nthe Association's printing comes in on peak load just before meetings at which\ntime it should be possible to employ additional temporary help. THE JOURNAL plans\nfor next year call for more writing in the headquarters office and for a wider\njudgment on manuscripts before they are printed. It should be possible to employ\n\npractical teachers occasionally for a few hours a week for this work.\n(2)\n\nThis increase is intended to offset the increase in postal rates and to allow\n\na slightly wider range of publicity than we have had this year.\n(3) Expenditures for photographs for publicity have been held down unduly\nduring 1924-25.\n(4) The Director of the Division has already made commitments for addresses\n\nnext year, requiring considerable travel which should be supplemented by travel\nin the interest of THE JOURNAL. Honorariums will offset most of this expense.\nExpended\nSchedule\n\nPurpose of Expense\n\n1924-1925\n\nBudget\n1925-1926\n\n8 Division of Research :\nSalaries\n\nTraveling Expense\nStationery and Office Supplies\nPostage and Stamped Envelopes\nTelegrams\n\n$13,854.19\n315.61\n\n$16,332.00 ( a)\n\n300.96\n\n315.61\n300.96\n\n526.17\n\n526.17\n\n28.32\n\n28.32\n\n"}
{"page": 1055, "printed_page": null, "text": "994\n\nNATIONAL EDUCATION ASSOCIATION\n\nSchedule Purpose of Expense\n\nGeneral Expense\n\nExpended\n\nBudget\n\n1924-1925\n\n1925-19260\n\n875.18\n\n875.18\n\nLibrarian\n\n1,500.00 (b)\n\nExpert on Analysis and Tabulation\n\n2,000.00\n\n$15,900.43\n\nTotal\n\n$21,878.24\n\n(a) This sum does not represent increases in salary or in personnel. It is\nprincipally the result of the Director's return to full time. He was on part time\nmost of the year 1924-1925. The expenditures for salaries in 1923-1924 are a\nbetter basis of comparison than those of 1924-1925.\n(b) For salary of librarian and file specialist.\n\n(c) For salary of expert in the analysis and classification of educational materials; for purchase of materials ; and to cover expense of distribution of materials\nto teachers' associations, colleges, school systems, and members of the Association.\n9 Division of Classroom Service :\nSalaries and Clerical Service\n\nTraveling Expense\nStationery and Office Supplies\nPostage and Stamped Envelopes\nTelegrams\nTotal\n\n(1)\n\n237.04\n\n$5,735.95\n\n48.37\n\n400.00 (1)\n75.00 (2)\n\n126.31\n\n175.00 (3)\n\n21.06\n\n25.00\n\n$6,168.73\n\n$6,410.95\n\nThis item is increased to provide for short field trips in response to invita-\n\ntions received.\n\n(2)\n(3)\n\n$5,735.95\n\nIt includes also attendance at two conventions .\n\nAdditional equipment.\nTo provide for correspondence and increased postage rates in second-class\n\nmail.\n\n10\n\nDivision of Administrative Service:\nSalaries and Clerical Service\n\nStationery and Office Supplies\nPostage and Stamped Envelopes\nTraveling Expense\nTotal\n\n(a)\n\n$1,665.72\n\n$2,400.00\n\n90.22\n\n91.00\n\n14.88\n103.19\n\n40.00\n\n$1,874.01\n\n120.00\n\n$2,651.00 ( a)\n\nOffice and Office Help for Secretary Shankland, whose salary is paid by\n\nDepartment of Superintendence.\nExpended\n\nSchedule\n\nPurpose of Expense\n\n1924-1925\n\nBudget\n1925-1926\n\n11 *Division of Records and Membership :\nSalaries and Clerical Service\n\n$14,833.94\n\nStationery and Supplies\n\n225.00\n\nPostage\nTelegrams\n\n300.00\n\nGeneral Expenses\nTraveling Expenses\nTotal\n\n50.00\n50.00\n750.00\n\n$16,208.94\n\n*The old Division of Membership and Accounts has been divided into a Division of Accounts ( Schedule 4) and a Division of Records and Membership ( Schedule 11). Increase in the organization made this necessary.\n\n"}
{"page": 1056, "printed_page": null, "text": "REPORT OF THE EXECUTIVE COMMITTEE\n\n995\n\n12 Physical Plant, 1201 Sixteenth St.:\nRents\n\n$14,305.53\n\n$ 15,005.53 ( 1 )\n\n971.88\n\n971.88\n\nJanitor Service\n\n1,307.64\n1,719.80\n\nMaintenance\n\n1,171.02\n\n1,307.64\n1,719.80 (2)\n1,171.02\n\nLights and Power\nHeat\n\nTotal\n\n$19,475.87\n\n$20,175.87\n\n(1)\n\nFixed by Board of Trustees.\n\n(2)\n\nIncludes all janitors' supplies, extra cleaning, minor repairs, elevator up-\n\nkeep, and service material.\n13 General Office Expenses :\n\nTelephone Service ( one operator and tolls ) .....\nTelegrams\nRepairs ( Office Furniture and Equipment\nGeneral Expense\n\n$2,491.12\n\n$2,491.12\n\n137.52\n\n137.52\n\n254.21\n\n254.21\n\n53.50\n\n53.50\n\n3.00\n\n3.00\n\n111.47\n235.50\n\n211.47\n\nSubscriptions for JOURNALS\nPurchase of Books and Pamphlets\n\nRefunds of Membership\nPurchase of Back Volumes\n\nExpress and Freight\nInterest and Discount Allowed\nSurety Bonds\n\nAuditing of Accounts of Association\nTotal\n\n14 Annual Convention :\nDepartment Expenses\n\n14.00\n\n881.25\n\n1,081.25\n\n1,468.15\n\n1,468.15\n\n210.00\n\n210.00\n\n697.26\n\n697.26\n\n$6,556.98\n\n$6,856.98\n\n$402.79\n\n$402.79\n\nState Directors\n\n794.00\n\n794.00\n\nRegistration\nStenography and Typing\n\n370.81\n\n370.81\n\nPublicity\n\nPrinting-Program\nPrinting-Miscellaneous\nExpress and Freight\nTelephone and Telegrams\n\n15.57\n\n15.57\n\n1,068.88\n1,431.06\n\n1,068.88\n1,431.06\n\n429.70\n\n429.70\n\n16.68\n\n16.68\n\n24.08\n\n24.08\n\nMiscellaneous\n\n468.31\n\n468.31\n\nBadges\n\n176.00\n\n176.00\n\n1,268.52\n\n1,268.52\n\n422.71\n\n422.71\n\n$6,889.11\n\n$6,889.11\n\nExpended\n\nBudget\n1925-1926\n\nRepresentative Assembly Expense\nSpecial Committees Appointed by President\nTotal\n\nSchedule Purpose of Expense\n\n15 Membership:\nCollection of Membership Dues :\nExpense in Collecting\nPublicity in Anticipation of Membership\nTotal\n\n(1)\n\n235.50\n\n14.00\n\n1924-1925\n\n$5,168.76\n23,016.28\n\n$5,168.76\n23,016.28 ( 1)\n\n$28,185.04\n\n$28,185.04\n\nThis item covers all blanks and other supplies used in membership drives,\n\nthe typing and mailing and the postage. The cost of stamps and stamped en-\n\nvelopes last year for this work was about $7,000.00.\n\n"}
{"page": 1057, "printed_page": null, "text": "996\n\nNATIONAL EDUCATION ASSOCIATION\n\n16 Journal:\nPrinting and distribution\n\n$86,711.50\n\n$86,711.50\n\n8.17\n\n8.17\n\n$86,719.67\n\n$86,719.67\n\nMaterial for Contents\nTotal\n\nThe higher rates of postage will add $1,350 to the cost of the JOURNAL but we\nprefer using the expenditures of last year as the budget for this year, even though\nit may be necessary to draw upon the lump sum for distribution by the Executive\nCommittee.\n\nThe above is based on the present circulation. The amount will need to be\nincreased or decreased as the membership fluctuates.\n17\n\nResearch Bulletin :\n\n$6,554.57\n\nPrinting and Distribution\n\n(a)\n18\n\n$6,554.57 ( a)\n\nCost of printing and distributing five issues of Research Bulletin.\n\nFinancing Delegates :\nFinancing Delegates\n\n.......\n\n$9,531.00 $10,000.00 ( 1)\n\n(1) Same as last year's appropriation. All used except $469.00. The appropriation is given as $10,000.00 as fixed by the Board of Directors.\nSpecial Appropriations :\nAppropriations for committees :\nEducational Nomenclature\n\n$200.00\n\nCharacter and Citizenship\nCommittee on Foreign Relations\n(For publicity only)\n\n300.00\n\n........\n\n19\n\nLegislative Commission\n\n5,000.00\n250.00\n\n....\n\n100.00\n..\n\nClassification of Educational Material\nCommittee on Tenure\nCommittee on Thrift Education\n\n100.00\n50.00\n\nResearch Advisory Committee\nDepartment of Classroom Teachers\n\n7,500.00\n300.00\n\nCommittee on American Education Week\n.....\n\nDepartment of Elementary School Principals\nCommittee on American School Program\n\n100.00\n400.00\n\nCommittee on Health Education\n\n1,400.00\n\n1,000.00\n\nCommittee of One Hundred on Rural\nTeacher Problems\n\n500.00\n\nCommittee on English\n\n50.00\n\nCommittee of One Hundred on\nRetirement Allowances\n\n500.00\n\nCommittee of One Hundred on Classroom\n600.00\n\nTeacher Problems\n\nExpended\n\nCommittee on the Behavior Problem-Child..\nCommittee of One Thousand on Child Labor ..\n\nCommittee on Co-inclusive Membership\nCommittee on Community Relations\nCommittee on Professional Ethics\n\n1924-1925\n\nBudget\n1925-1926\n200.00\n\n........\n\n300.00\n\n.......\n\nPurpose of Expense\n\n200.00\n\n...\n\nSchedule\n\n200.00\n300.00\n\nCommittee on Standard Requirements\nand Credits for Teachers\n\n200.00\n\n"}
{"page": 1058, "printed_page": null, "text": "REPORT OF THE EXECUTIVE COMMITTEE\n\nSchedule\n\nPurpose of Expense\n\nExpended\n\nBudget\n\n1924-1925\n\n1925-1926\n\nCommittee on Teaching Democracy\nCommittee on Character Development as a\n\n500.00\n\nSchool Problem\nCommittee on Visual Education\n\n500.00\n\nCommittee on Reorganization of Departments\n\n100.00\n\n500.00\n\nCommittee on Home for Retired Teachers ....\n\nDepartment for Adult Education\n\n50.00\n500.00\n\n:\n\nTotal\n\n20\n\n997\n\n$17,607.92\n\n$21,900.00\n\nOffice Furniture, etc.:\nFixed Assets :\n\nOffice Furniture and Fixtures ..\n$1,083.72 $3,230.00 ( 1 )\n(1) Expenditures for 1924-1925 were reduced to an absolute minimum. As a\n\nresult, replacements of working machinery must be heavier for 1925-1926. Such\nreplacements must include typewriters, multigraph, graphotype and addressograph\nequipment on an exchange basis. A reasonable amount of new equipment must be\npurchased. Such new equipment is in two classes: ( 1 ) additional filing cases,\nshelving and office equipment; ( 2) labor saving machines, calculator, dictaphone,\nscales, electric fans, mimeograph.\nEstimate of cost:\nReplacements\n\n$1,460.00\n\nAdditional furniture\n\n800.00\n\nLabor saving equipment ..\n\n970.00\n\n$3,230.00\nRECOMMENDATIONS\n\n1. $2,500 of this year's receipts are budgeted for the Permanent Fund. It is recommended that one-fourth of the amount realized from increases in membership\nover last year shall be placed in the Permanent Fund.\n2. Committees for this current year : The Executive Committee recommends the\ncontinuance of the following as active committees of the Association for the\nyear June 1, 1925, to May 31, 1926 :\na. All committees previously listed under Budget Item 19.\nb.\n3.\n\na.\n\n4.\n\nEditorial Council.\n\nRecommended transfer of work of committees and commissions :\n\nThrift Education Committee to the Curriculum Committee of the Department of Superintendence ; Illiteracy Commission to the Department of Adult\nEducation ; Committee on Character and Citizenship to be divided into\nCommittee on Teaching Democracy and Committee on Character Development as a School Problem; Committee on Kindergarten Education to the\nKindergarten Department.\n\nIt is recommended that the life of all committees cease with the end of the\n\nyear for which they are appointed, all committees to be reappointed annually.\n5 The Executive Committee requests the authority of the Representative Assembly\n\nto redistribute the amounts assigned by this budget where an amount remains\nafter the completion of the work to which the sum was budgeted, or where the\n\nbest interests of the Association demand a readjustment.\nRespectfully submitted,\nEXECUTIVE COMMITTEE .\n\nIndianapolis, Indiana, July 3, 1925.\n\n"}
{"page": 1059, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n998\n\nSUMMARY OF THE MINUTES OF THE EXECUTIVE\nCOMMITTEE FOR THE YEAR 1924-25\n\nCincinnati , Ohio\nSaturday, Tuesday, and Wednesday. February 21, 24, and 25, 1925\n\nMeeting of the Executive Committee at the Gibson Hotel, Cincinnati, Ohio, Saturday morning, February 21, 1925, 9:00 o'clock was called to order by President\n\nNewlon with the following present: Miss Iversen, Miss Jones, Mr. Siders, and the\nChairman, Mr. Newlon. Miss Adair was absent owing to a delayed train. Miss\nDoherty of the Board of Trustees was present and participated in the discussions.\nA motion was made by Mr. Siders, seconded by Miss Jones and passed by a vote\nof the Committee to approve the minutes as presented by the Secretary.\nAfter discussing the question of credentials for delegates to the World Federa-\n\ntion of National Education Associations at Edinburgh, Scotland, in July, the following motion was made by Miss Jones, seconded by Mr. Siders, and carried by\na unanimous vote of the Committee. The President of the Association is hereby\n\nauthorized : ( 1) . To appoint three classes of delegates: Delegates with full participating and voting rights in the conferences and in the delegate assembly; Alter-\n\nnate delegates with such participating and voting rights as are granted by the\ndelegate assembly of the World Federation; and Participating Representatives\nwith the right to participate in the work of group conferences and to such rights\n\nand privileges in the delegate assembly as may be accorded to participating\nrepresentatives of affiliated national Education associations. (2) To appoint a\nchairman of the delegation and to acquaint him with the action taken by the\nExecutive Committee at the Chicago meeting in 1924 and to call his particular\n\nattention to the points of relationship which the National Education Association\nbelieves should exist bewteen national education associations and the World Federa-\n\ntion. ( 3) To have the credentials printed on a good quality of paper and in\ndignified attractive form to be signed by the President and Secretary of the Association. (4) To instruct the delegates, alternate delegates , and participating\nrepresentatives to discuss with the delegates from other associations the importance\nof restricting the voting privileges in group meetings and in the delegate assembly\nto those who hold credentials from the affiliated associations composing the World\nFederation.\n\nSince at this first meeting the policies of the new organization are to be adopted\nand precedents established, the importance of guarding the principles set forth\nin the Chicago meeting of the Executive Committee should be evident to all representatives of the National Education Association of the United States .\n\nPresident Newlon outlined plans for the Indianapolis meeting. He also secured\nthe approval of the committee, by general consent, of the committees appointed by\nthe chairman, including special committees. It was stated that there would be\nslight expense for some of these committees and the Secretary was authorized by\na vote of the committee to pay the same out of this year's income.\nPresident Newlon called special attention to the committee which he had ap-\n\npointed on American Education Week and to the reasons for appointing this particular committee. The Executive Committee gave its approval by general consent;\nthe expenses of the committee being authorized.\nThe Secretary reported on the action which President Newlon had taken in case\n\nof the attempt of the Governor of Kansas to oust Chancellor Lindley of the University of Kansas for political purposes. He called attention to the request of\nPresident Newlon that the State Teachers Association investigate and report the\n\nfacts immediately to the Executive Committee of the National Education Association, but that before the work was fully under way President Lindley had been\nreinstated. Many educational agencies in the State had passed resolutions express\n\n"}
{"page": 1060, "printed_page": null, "text": "MINUTES OF EXECUTIVE COMMITTEE\n\ning appreciation.\n\n999\n\nA number of university presidents have complimented the\n\nAssociation on this action.\n\nTo them it meant that the Association stands for tenure\n\nfor all grades of the profession.\n\nOn motion of Miss Iversen, seconded by Miss Jones, the Secretary was instructed\nto let the contract for the next Volume of Proceedings to Judd and Detweiler, theirs\nbeing the lowest bid.\nA motion was passed ratifying the vote by mail adding $5 a month to the salary\n\nof Mrs. Boyd. The Secretary was also authorized to increase Mr. Christian's\nannual salary from $1700 to $1800, to begin with March.\nMr. Allan was authorized to get an extension of the contract with Judd and\nDetweiler on printing THE JOURNAL and to submit the same to the Secretary for\napproval.\n\nThe Secretary was directed to acknowledge the receipt of the invitation from\nPhiladelphia to hold the next meeting of the Association in that city.\nThe committee then voted to adjourn to 2:00 o'clock in the afternoon.\n\nAt 2:00 o'clock the committee again met in Room H, Gibson Hotel. All members\nwere present except Miss Adair.\n\nA motion was passed authorizing the chairman of the Board of Trustees to prepare a statement for The Journal explaining the condition of the finances of the\nAssociation .\n\nThe following resolution was read by Miss Jones :\nThe National Education Association appoint a committee on the study and care of the\nbehavior problem children; that the National Education Association ask the National Conference of Social Work to appoint a similar committee; that the two committees be requested\nto coöperate in a manner similar to the action of the Joint Health Committee headed by\nDr. Wood; and that $50 be appropriated to be used for mail and typewriting in connection\nwith this committee if in the judgment of the Secretary such charges are just.\n\nMotion seconded by Mr. Siders and passed by vote of the Committee.\nA motion was made by Mr. Siders, seconded by Miss Iversen and passed by a\nvote of the Committee : (1) To create a new division in the headquarters\norganization to be known as the Division of Records and Membership and to ap-\n\npoint a director of the new division at a salary commensurate with the salaries\nof heads of divisions ; ( 2) To transfer the work on the records from the present\ndivision of Records and Accounts to the new division and to change the name\nDivision of Records and Accounts to the Division of Accounts ; ( 3 ) To authorize\n\nthe Secretary to appoint a director satisfactory to the President of the Association,\nthe appointment to be submitted for the approval of members of the Committee and\nservices to begin as soon as possible. Each section was adopted separately by\na unanimous vote of the members present.\n\nA subcommittee was appointed to report on rules governing the payment of\nNational Education Association Directors' expenses consisting of Miss Iversen, Mr.\nEngleman, and Miss Doherty. The Committee was requested to pass upon Miss\nDoerr's bill which contained expenses incurred at the meeting of the State Assocіаtion.\n\nA motion was made by Miss Jones, seconded by Mr. Siders and carried by a\nvote of the Committee to permit the President and Secretary to add not to exceed\n$100 to the appropriation of the Committee on Character Education.\nOn motion an adjournment was taken to 8:00 o'clock in the evening.\n\n"}
{"page": 1061, "printed_page": null, "text": "1000\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe Committee reconvened at 8:00 o'clock in the evening with all members\npresent, Miss Adair having arrived during the late afternoon. All members of\nthe Board of Trustees were present and participated in the discussions.\n\nA communication was read from Commissioner Tigert stating that the time\nfor holding the Pan American Educational Conference had been postponed. The\nSecretary was authorized to ascertain the new date for the Conference and if possible to find someone to attend as a representative of the National Education Association.\n\nAfter considering the bill submitted by Mr. Cooper for $450 expenses of the\nCommittee on School House Planning, a motion was made by Miss Adair, seconded\nby Mr. Siders and passed by a vote of the Committee to allow the bill.\nThe question of accepting Dr. Bagley's resignation as editor-in-chief of The\nJournal was discussed without reaching a conclusion.\n\nMembers regretted to lose\n\nhis services on The Journal.\n\nIn order to have vouchers show more definitely the work performed by clerical\nhelp of Committees the following motion was made by Mr. Siders, seconded by\nMiss Adair and carried by a vote of the Committee:\n\nAll bills for stenographic\n\nand clerical service shall exhibit the amount of time served, and specifically state\non each bill the kind of work performed. The Secretary was authorized to send\na copy of this action to each Committee employing a secretary or other clerical\nhelp.\nAmotion was made by Miss Jones, seconded by Mr. Siders and passed by a vote\n\nof the Committee to authorize the use of $10,000 on the payment of delegates' expenses and to use the same plan of pro rata allotment as last year. Miss Adair\nwas authorized to prepare the plans and to publish them in The Journal.\n\nThe meeting then adjourned to meet again at 4:00 o'clock Tuesday afternoon.\n\nThe meeting of the Committee was called to order at 4:00 o'clock Tuesday\nafternoon, February 24, in Room E at the Gibson Hotel, with all members of the\nExecutive Committee present.\nDoctor W. S. Gray, Dean of the College of Education, University of Chicago,\n\nChicago, Illinois, presented a request from a large number of people interested in\nEducational Research throughout the country, to make the Division of Research of\nthe National Education Association, a clearinghouse for all educational research\nin the United States. He presented the following petition which was signed by\nmore than three hundred members of the Phi Delta Kappa fraternity :\nScientific investigations and reports concerning various problems in the field of education\nhave multiplied so rapidly during recent years that it is difficult for school officers, as well\nas research workers, to secure information concerning many of them after they have been\npublished. It is highly desirable that some agency of National scope undertake the task\nof preparing the making available classified lists of such studies.\nThe following members of the Phi Delta Kappa fraternity respectfully request the Executive\n\nCommittee of the National Education Association to establish an agency for systematically\ncollecting and distributing such information. By so doing great economics can be effected,\na genuine service rendered to school officers, and needed assistance provided for research\nworkers.\n\nThe Secretary was authorized to make such a beginning in making the research\nwork serviceable in harmony with the above recommendation as can be done at\nslight expense and to make a recommendation at the next meeting concerning the\ndevelopment of the plan as outlined.\nThe Committee adjourned to meet Wednesday morning in the same room at\n9:00 o'clock\n\n"}
{"page": 1062, "printed_page": null, "text": "MINUTES OF EXECUTIVE COMMITTEE\n\n1001\n\nThe meeting was opened at the hour named with all members present and with\nall members of the Board of Trustees in attendance on invitation to participate\nin the discussions.\n\nMiss Jones presented her report on the Home for Retired Teachers.\n\nA motion\n\nwas made by Mr. Siders, seconded by Miss Adair and carried by a vote of the\nCommittee to approve the plan suggested by Miss Jones. The following is the\nplan which was adopted:\nThat the National Education Association shall undertake to organize a home or a series\nofhomes for retired teachers .\n\nThat the first one shall be in or near the city of Washington, D. C.\nThat the Board of Trustees of the National Education Association shall be the guardian\nof the money collected to build and manage such homes and shall preserve such money as a\nseparte fund for a Home for Retired Teachers.\n\nThat Olive M. Jones is authorized to prepare plans for financing such homes and present\nthem to the various States through the advisory committee consisting of persons suggested\nby State Commissioners of Education, State Directors , officers of the State Association, and\nothers known to be interested and informed concerning the subject.\nThat all the action taken and the various plans proposed be reported to the Representative\nAssembly in July, 1925.\n\nMotion to adopt the resolution was made by Mr. Siders, seconded by Miss\nIversen, and passed by a unanimous vote of the Committee.\nThe Secretary was instructed to notify Committee chairmen again that all reports\nmust be printed at headquarters. He was instructed to notify them also that letterheads should be secured from the headquarters office.\nThe question of accepting funds from foundations and from other agencies was\n\ndiscussed at length without taking action.\nOn motion by Miss Adair, seconded by Mr. Siders, Miss Doherty, Miss Iversen,\nand the Secretary were appointed as a Committee to formulate rules concerning\nexpenses and to report at the next meeting of the Executive Committee.\n\nA motion was passed authorizing the President and Secretary to pass on the\nConstitution and By-laws of the Association of Teachers' Colleges and on the\n\nrecommendation of the Committee on the Reorganization of Departments to list the\norganization as a department of the Association.\n\nThe session adjourned to meet again at 1:30 o'clock in the afternoon in the\nsame room .\n\nThe Committee met as arranged, Wednesday afternoon at 1:30 o'clock in Room\nE, Gibson Hotel.\nA motion was passed authorizing the Secretary to co-operate with Mathew\nWoll, chairman of the Committee on Education, American Federation of Labor, in\nthe preparation of a platform for the use of educational committees in local units\nof the American Federation of Labor.\n\nHe was authorized to call on members of\n\nthe Executive Committee and others for help.\n\nA motion was passed by unanimous vote to comply with the request of the\nRepresentatives of Educational Research and to begin arrangements for making\nthe Division of Research a clearinghouse for all educational research .\nA motion was passed approving of the arrangements of President Newlon to\ngive the Research Bulletin on Tenure and the one on Salaries to new members\n\nin lieu of back Journals at a cost of approximately $1,600 and to charge that\namount to the account for the publication of bulletins. The Committee approved\nof the recommendation of the Secretary to give the W. T. Harris book as a prize\nto schools reaching the 100 per cent goal. The Secretary was advised to use\nvolumes and books on hand for increasing membership whenever it can be done\nto advantage.\n\n"}
{"page": 1063, "printed_page": null, "text": "1002\n\nNATIONAL EDUCATION ASSOCIATION\n\nA motion was passed authorizing the President and Secretary to pass on the\nconstitution and by-laws of the Association of Secondary School Principals in\ncase a formal application should be made for membership as a Department of\nthe National Education Association and in case the Committee on Reorganization of\nDepartments recommends such action.\nThe wisdom of accepting funds from foundations and other agencies was again\n\ndiscussed without reaching a definite conclusion.\n\nIt was decided, however, to\n\ngive further consideration to the question at the next meeting of the Executive\nCommittee and the President was authorized to appoint a Committee on Subventions.\n\nMr. Siders, Chairman of the Budget Committee, explained the efforts of the\norganization to live within the budget which was adopted at the Washington\nmeeting. The chairman complimented Mr. Siders for his work on the budget, and\nstated that he had appointed him chairman of the Committee for the Indianapolis\nmeeting.\nA motion was made by Miss Adair, seconded by Miss Iversen, and carried by\n\na vote of the Committee directing the Secretary and President to take up with\nthe office force of the headquarters organization, the idea of making strenuous\nefforts to keep within the budget as adopted at the Washington meeting except\nthat $ 8,100 should be added to the budget. It was understood that $5,000 should\nbe used by the Secretary for increasing membership, $2000 for the payment of\n\nrent, $1,000 for the membership fees in the World Federation, and $100 as membership fees in the American Council of Education. It was the sense of the Committee that honorariums, amounts paid in on expenses , and sales of pamphlets,\n\netc., should be added to the budget in the divisions concerned, wherever this represents amounts paid out which come back as income and that such additions should\nnot be considered as increasing the budget.\n\nThe committee instructed the Secretary to recommend an improved accounting\nsystem which will provide for condensation of headings and for set of headings\nmore in line with the organization of the headquarters staff and work of the\n\nAssociation. The new system should provide for listing daily liabilities incurred\nand should give at the end of each month a complete statement not only of expenditures, but of outstanding liabilities.\nOn motion the committee adjourned to meet on call of the President.\nJ. W. CRABTREE,\nJESSE H. NEWLON,\nPresident.\n\nSecretary.\n\nIndianapolis, Indiana\nFriday afternoon, June 26, 1925\n\nA meeting of the Executive Committee was held in Committee Room A, Shortridge High School, Indianapolis, Indiana, at 2:00 o'clock Friday afternoon, June 26,\n1925, with the following members present: Miss Adair, Miss Iversen, and Mr.\nNewlon, Chairman. The other members of the Committee did not arrive until\nlater in the day.\n\nOn motion, the minutes of the last meeting of the Executive Committee were approved as prepared by the Secretary.\nA statement prepared by the Continental Trust Company, providing for a loan\nof not to exceed $25,000 was read, and on motion by Miss Adair, seconded by\nMiss Iversen it was voted upon and passed. The vote was on roll call as follows :\nMiss Adair, Miss Iversen and Mr. Newlon, Chairman, voting Aye, none voting\nNo.\n\nIt was explained by the Secretary that $10,000 would be needed soon-hence a\nmotion was made by Miss Adair, seconded by Miss Iversen, and passed by a vote\n\nof the committee, authorizing the President and Secretary to sign a note for\n$10,000 to be used in the payment of the expenses of delegates, those voting Aye\n\n"}
{"page": 1064, "printed_page": null, "text": "MINUTES OF EXECUTIVE COMMITTEE\n\n1003\n\nbeing Miss Adair, Miss Iversen and Mr. Newlon, Chairman ; none voting No.\nThe Secretary explained that another note could now be signed by either President or Secretary when additional funds were needed.\n\nThe Secretary was authorized to give notice to the Sanitary Grocery in the\nheadquarters building that the lease held by the company on a store room which\nexpires April 30, 1925 will not be renewed.\nAfter giving attention to the budget and other matters, the committee adjourned to meet at 4:00 Saturday afternoon, June 27, in the same room.\nSaturday afternoon, June 27, 1925\n\nAn adjourned meeting of the Executive Committee was held in Room A, Shortridge High School, Saturday Afternoon, 4:00 o'clock, June 27, 1925. It was called\nto order by President Newlon, with the following members of the committee\npresent: Miss Adair, Miss Iversen, Mr. Siders, Miss Jones and Mr. Newlon,\nChairman. The following members of the Board of Trustees were present who\nparticipated in the discussions : Miss Doherty, Mr. Pearse, and Dr. Finegan.\nThere was an informal discussion of the auditor's report. All members of the\nExecutive Committee and Board of Trustees participated in this discussion. The\ncomplaint was made that the auditor's report is too technical.\n\nIt was decided by the Executive Committee that the Secretary should prepare a\nmore suitable form for presenting reports to the directors and the assembly. He\nis authorized to employ an accountant to come in to help him make a simple statement that will be intelligible to the uninstructed person. He stated that he would\n\nimmediately proceed towards preparing such a report with the help of such\nexperts as are needed.\nThe World Federation-Instructions-Mr. Newlon brought up the problem of\nthe World Conference, briefly summarizing his problems in dealing with the World\nFederation of Educational Associations\n\nThe President was authorized to appoint a committee from the Board of Trustees and the Executive Committee to draft a set of resolutions and to present the\nsame to the Representative Assembly. He appointed Trustees Finegan and Pearse\non this committee.\n\nOn motion, the meeting adjourned to reconvene at 8:30 o'clock, Saturday evening,\nJune 27, 1925 .\nSaturday Evening, June 27, 1925\n\nAn adjourned meeting of the Executive Committee was held in Room A, Short-\n\nridge High School, Indianapolis, Indiana, at 8:30 o'clock, Saturday evening, June\n27, 1925. It was called to order by President Newlon, with the following members present: Miss Adair, Miss Iversen, Miss Jones, Mr. Siders, and Mr. New-\n\nlon, Chairman. The following Trustees participated in discussions : Miss Doherty,\nMr. Pearse, and Dr. Finegan.\nIt was stated that Dr. Bagley was voted $500 a year ago which was not paid\nat that time because of the deficit and that matter has been held up. Dr. Bagley\n\nknew nothing of this at the time. When advised of this action by the Secretary,\nDr. Bagley stated that he did not wish any pay for his work for the Association.\nMr. Newlon stated that in his opinion we should make some kind of an expression\nof appreciation for the work which Dr. Bagley has done.\n\nIt was moved by Miss Adair, seconded by Miss Iversen, that the Secretary pay\nthis amount ( $500) to Dr. Bagley as soon as funds are available, and send a\n\nletter in the name of the Executive Committee expressing appreciation for his\nservices the same to be signed by the President and to be presented in the name\nof the Association. The motion was put and carried by unanimous vote.\nIt was the belief of the committee that the National Education Association must\n\nnot allow the recent unjust attack in New York on Mr. Cort to pass unnoticed.\n\n"}
{"page": 1065, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1004\n\nDecision as to the procedure to be followed in this matter was deferred until\nthe next meeting of the committee.\nMiss Iversen brought up the matter of the payment of expenses of State Directors\n\nwhich has been considered by a committee consisting of Miss Adair, Miss Doherty,\nand Miss Iversen.\n\nIt was moved by Miss Iversen and seconded by Miss Jones\n\nthat there be a minimum of $20 and a maximum of $50 for the expenses of State\nDirectors, this to be approved by the Executive Committee on a membership basis,\nthe directors to present their vouchers on the amounts spent.\n\nThe motion carried.\n\nThe Secretary was instructed to express appreciation to Colliers for what they\nare doing for education in promoting their moral code.\nMiss Jones brought up the question of the membership year. It was recom-\n\nmended by Mr. Newlon that the matter be studied by the Secretary and Mr.\nMartin, and that the Secretary make a report next year. Approved.\nUpon motion the meeting adjourned to reconvene at 2:15 o'clock Tuesday afternoon, June 30, 1925.\nTuesday afternoon, June 30, 1925\n\nAn adjourned meeting of the Executive Committee was held in Room A, Short-\n\nridge High School, Tuesday afternoon at 2:15 o'clock, June 30, 1925. It was,\ncalled to order by President Newlon with the following members present: Miss\nAdair, Miss Jones, Miss Iversen, Mr. Siders and Mr. Newlon, Chairman. Miss\nDoherty, Mr. Hunter, and Dr. Finegan were also in attendance.\nMr. Siders presented a verbal report of the budget committee as far as completed.\n\nIt was moved by Miss Adair and seconded by Miss Jones that there be an ap-\n\npropriation of $500 for the Department of Adult Education, on account of the\naddition to that department of the Illiteracy Commission. Motion carried.\nThe matter of the annual increase to the permanent fund was discussed.\n\nIt\n\nwas moved by Miss Iversen, seconded by Miss Jones, that the budget should contain an appropriation of $2500 as an addition to the permanent fund of the Association and that it should be the policy of the Executive Committee to add to the\npermanent fund twenty-five per cent of the increase in receipts from membership\ndues in 1925-26 over the receipts for 1924-25.\nIt was thought this might form a\nprecedent and put into the permanent fund each year one fourth the difference\nbetween the income of 1924-25 and that of the current year.\nIt was moved by Mr. Siders, seconded by Miss Adair that the health committee\n\nbe appropriated $400 and that the committee be terminated at the end of this year.\nMotion carried.\n\nThe Committee on Character Training was terminated and the Committee on\nCharacter Development as a School Problem established. The old committee was\nexpected to complete its report.\n\nThe committees on English, Arithmetic, and Thrift are referred to the Department of Superintendence.\nIt was moved by Miss Jones, seconded by Miss Iversen that a committee on\ncommittees be appointed as a convention committee to report to the Executive\nCommittee.\n\nMotion carried.\n\nIt was moved by Miss Iverson, seconded by Miss Jones that the report on the\nbudget prepared by Mr. Siders be approved and that the Executive Committee\npresent it to the Representative Assembly. Motion carried.\n\nIt was moved by Mr. Siders, seconded by Miss Jones that the accountant be\ndirected to place all refunds and honorariums in the general funds of the Association.\n\nMotion carried.\n\nIt was decided by the committee that if a delegate for any reason cannot serve\n\nhe should go to the registration office, turn in his credential card, and sign over\nhis right that another person may be appointed to serve in his place as a delegate\non certification by the Secretary or State Director of the affiliated organization .\n\n"}
{"page": 1066, "printed_page": null, "text": "MINUTES OF EXECUTIVE COMMITTEE\n\n1005\n\nThe question of dismissals of superintendents and others in school work was\ndiscussed.\n\nMr. Newlon read to the committee the report of President J. A. C. Chandler\nfor the Research Advisory Committee. It was moved by Miss Jones, seconded\nby Mr. Siders that the report be adopted. The report recommended a considerable increase in appropriation for the Division of Research. It called atten-\n\ntion to the high standing of the division. Motion carried.\nThe matter of the communication from Mr. Phillip Carlson was brought up\nby Miss Jones. It was requested that this be placed in the hands of the President\n\nwho will present it to the Executive Committee later.\nOn motion the meeting adjourned to reconvene at noon Wednesday, July 1, 1925.\nWednesday Noon, July 1 , 1925\n\nAn adjourned meeting of the Executive Committee was held in Room A, Shortridge High School, Wednesday Noon, July 1, 1925. It was called to order by\n\nPresident Newlon with the following present: Miss Adair, Miss Iversen, Miss\nJones, Mr. Siders and Mr. Newlon, Chairman. The following Trustees participated in the discussion: Miss Doherty, Dr. Finegan, and Mr. Pearse.\nThe purpose of the meeting was to decide upon a set of resolutions prepared\nby Dr. Finegan to be sent to the members of the American delegation to the\n\nWorld Federation of National Education Associations at Edinburgh, Scotland, in\nJuly, 1925. The committee discussed the resolutions at length. A paragraph\nnumbered 4 was inserted.\n\nIt was moved by Miss Iversen, seconded by Mr. Siders that the Executive Committee approve the set of instructions which had been prepared and that Dr.\n\nFinegan be asked to put them in final form and present them to the Representative\nAssembly with the recommendation from the Executive Committee that they be\nadopted as instructions to the delegation from the National Education Association\nof the United States.\n\nMotion carried.\n\nResolutions as completed may be found in the Minutes of the Representative\nAssembly for July 3, 1925.\nJESSE H. NEWLON,\n\nOn motion the meeting adjourned.\nJ. W. CRABTREE,\nSecretary.\n\nPresident.\n\nFriday afternoon, July 3, 1925\n\nThe meeting was called to order by the President, Miss McSkimmon.\nThe following members were present : H. L. Smith, Jesse H. Newlon, Walter R.\n\nSiders, Miss McSkimmon, Chairman, Miss Adair being absent.\nIt was moved by Mr. Newlon, seconded by Mr. Siders that we empower the\nPresident, Miss McSkimmon, working with Mr. Crabtree, to make a final decision\nas to the time and place of the 1926 annual meeting.\n\nMotion carried.\n\nIt was moved by Mr. Siders, seconded by Mr. Newlon that a meeting of the\nExecutive Committee take place at the Broadmoor Hotel, Colorado Springs,\nColorado, early in October, the exact date to be fixed by Miss McSkimmon.\nCarried. All general business of the committee should be held for that meeting.\n\nMr. Newlon brought up the matter of the status of Mr. Morgan in the editorship of The Journal.\n\nIt was moved by Mr. Newlon, seconded by Mr. Smith that\n\nMr. Morgan be made acting editor of The Journal pending further action by the\nExecutive Committee at its October meeting. Motion carried.\n\nThe committee passed a motion that the Near East Relief gavel be presented to\nMr. Newlon, to be kept by him during his lifetime, after which it will return to\nthe National Education Association.\n\nOn motion the meeting adjourned.\nMARY MCSKIMMON,\nPresident.\n\nJ. W. CRABTREE,\nSecretary.\n\n"}
{"page": 1067, "printed_page": null, "text": "1006\n\nNATIONAL EDUCATION ASSOCIATION\n\nMINUTES OF THE MEETING OF THE BOARD OF\nDIRECTORS\n\nIndianapolis, Indiana\nSaturday afternoon, 2:00 o'clock, June 27, 1925\n\nA meeting of the Board of Directors was held in Committee Room, A, Shortridge\nHigh School, Indianapolis, Indiana, at 2:00 o'clock, Saturday afternoon, June 29,\n1925.\n\nThe meeting was called to order by President Newlon.\nThe minutes of the previous meeting, held in Washington in 1924, were approved\n\nas prepared by the Secretary.\nThe Secretary presented his printed report. It was moved by H. L. Smith and\n\nseconded by Dr. Aley that the report be received and placed on file. The motion\nwas put and carried.\n\nMiss Adair presented the report of the Treasurer, explaining that it was included\nin the report of the auditors, which was placed in the hands of the members of the\nBoard of Directors in printed form. She called attention to the fact that the report\nhad just been received from the auditors and that she had not had time to put it\nin simpler form.\n\nThere was considerable discussion of seeming difficulties in understanding the\nauditor's report. The following were among those who participated in the discussion: H. L. Smith, Robert E. Aley, Walter R. Siders, S. D. Shankland, Carroll G.\nPearse, Olive M. Jones, Director Burdick, of Maryland, Cornelia S. Adair, Presi-\n\ndent Jesse H. Newlon, and others. Mrs. Hixson was called in to explain certain\nitems . The Secretary explained that the auditors would need to make their report\n\nin good business form. He thought it might be simplified somewhat, but he thought\nthe explanations and simplications would necessarily have to be made by the officers\n\nconcerned. He thought it possible to do this. He doubted whether any attempt\nshould be made to get the auditors away from what they consider the best form.\n\nHe said the form could be changed, but a little study would show the present\nform a good one.\nMr. Siders made a few statements in regard to the report of the Board of\nTrustees. Mr. Siders asked that the adoption of his report be deferred until the\nmeeting on Monday.\nPresident Newlon reminded the committee that under the By-laws a meeting\nshould be held on Monday morning at 10 o'clock, which conflicts with a very\n\nimportant general session, making it practically impossible for many members to\nbe present. In order to postpone this meeting legally and comply with the By- laws,\nit was decided that the Secretary should meet with such members as happen to be\n\npresent at 10 o'clock on Monday and adjourn to meet at two o'clock on Monday\nafternoon, June 29.\n\nOn motion the meeting adjourned.\nJESSE H. NEWLON,\n\nJ. W. CRABTREE,\n\nPresident.\n\nSecretary.\n\nMonday afternoon, 2:00 o'clock , June 29, 1925\n\n,\nAn adjourned meeting of the Board of Directors was held in Committee Room A\nShortridge High School, Indianapolis, Indiana, Monday afternoon, 2:00 o'clock,\nJune 29, 1925.\n\nThe meeting was called to order by President Newlon.\n\nThe\n\nSecretary explained that a few members had met at 10 o'clock and adjourned to\nmeet at this time.\n\nPresident Newlon announced the appointment of the following auditing committee: M. E. Pearson, chairman, Caroline S. Woodruff, and H. B. Smith.\n\n"}
{"page": 1068, "printed_page": null, "text": "MINUTES OF BOARD OF DIRECTORS\n\n1007\n\nIt was moved by S. L. Smith, of Tennessee, and seconded by a member that the\nPresident be authorized to appoint a committee to recommend members of the\nCouncil of Education, this committee to consist of not less than three nor more that\nfive members.\n\nThe motion was carried.\n\nThe President announced later in the\n\nmeeting that he had appointed the following committee : John F. Sims, chairman,\nS. L. Smith, Elizabeth Russum, Anne G. Griffey, and Wm. H. Shepherd.\nMiss Adair presented a summary of the Treasurer's Report. This is a digest\nof the Auditor's Report, which was presented yesterday. It was moved by Miss\nAdair, seconded by Mr. Marsh, that this report be accepted. Motion carried.\nMr. Siders presented the report of the Board of Trustees, making a few brief\n\nexplanations in regard to it. It was moved by Mr. Siders and seconded by H. В.\nSmith that the report be adopted. Motion carried.\n\nIt was moved by H. B. Smith and seconded by Anne G. Griffey that Mr. Siders\npresent a verbal outline of the report of the Budget Committee, and that the\nExecutive Committee be authorized to approve the report and present it to the\nRepresentative Assembly. The motion was carried.\nMr. Siders went over the report of the Budget Committee in detail, calling\nseveral matters to the special attention of the board. The Budget Committee approved the recommendation that a librarian and file specialist, at $1500, and a\n\nspecialist to analyze material in magazines and books, at a salary of $2000, be\nemployed in order that the Research Division may be ready to answer the questions\n\nof school boards, school superintendents, or teachers who wish detailed information,\nthereby increasing the efficiency of the Research Division. Mr. Siders made a few\nexplanations regarding the new Division of Records and Membership, and the\ncost entailed in the creation of this division ; also some comments concerning various\n\ndepartments noting changes and rearrangements in committees and appropriations\ntherefor.\n\nThere followed a discussion of the merging of the Illiteracy Commission with\nthe Department on Adult Education.\nIt was moved by Mr. Kiefer and seconded by Mr. Sims that the verbal report\nof Mr. Siders be adopted and that the Executive Committee be authorized to carry\nit out along the lines recommended by Mr. Siders. The motion was carried. The\ncomplete report appears in the minutes of the business session of the Representative\nAssembly.\nPresident Newlon announced that the Executive Committee would meet on\n\nWednesday afternoon at 2 o'clock in Committee Room A to receive the final\nreport of the Budget Committee.\nMiss E. Ruth Pyrtle presented the report of the Health Committee to the Board\nof Directors. It was moved by Mr. Kiefer and seconded by a member that the\n\nreport be received and placed in the hands of the Executive Committee for such\naction as seems best.\n\nMotion carried.\n\nThe Secretary was empowered by the board to write in the names of those who\nare seated in place of any State Director from any State who is absent. It was\ndeclared that a majority of the States were represented at the meeting.\nMr. Kelley presented the report of the Committee for the Revision of Departments.\nIt was moved by Mr. Shepherd and seconded by a member that the report\nof this committee be approved.\nOn motion the meeting adjourned.\nJESSE H. NEWLON ,\nPresident.\n\nJ. W. CRABTREE,\nSecretary .\n\n"}
{"page": 1069, "printed_page": null, "text": "1008\n\nNATIONAL EDUCATION ASSOCIATION\n\nMINUTES OF THE MEETING of THE NEW BOARD\nOF DIRECTORS\n\nIndianapolis , Indiana\nFriday afternoon, July 3, 1925\n\nA meeting of the new board of directors was held in Room A, of the Shortridge\nHigh School, Friday afternoon, 2:00 o'clock, July 3, 1925.\n\nThe meeting was called to order by the new president, Mary McSkimmon.\nInvitations were presented by representatives from Philadelphia and Los Angeles\nto hold the 1926 summer meeting in those cities. It was moved by Mr. Hunter,\nseconded by Mrs. Bradford, that a ballot be taken. The motion was carried and\nthe vote taken. The ballot showed a result of 34 votes for Philadelphia and seven\nfor Los Angeles.\nIt was moved and seconded that the vote of preference be submitted to the\n\nExecutive Committee with power to act. Motion carried.\nIt was moved by Mr. Newlon, seconded by a member that the Secretary be\nauthorized to note the acceptance of State Directors not in attendance and to record\nthe election of and to seat as Directors those members representing State Directors.\nMotion carried.\n\nIt was moved by Mr. Pearse, seconded by a member, that Dean H. L. Smith's\n\nresignation be accepted and that Milo H. Stuart be appointed in his place, as State\nDirector for Indiana.\n\nMotion carried.\n\nNominations were received for the office of trustee to succeed Miss Doherty.\n\nThe following were nominated: Miss Doherty to succeed herself, J. M. Gwinn, and\nFlorence M. Hale.\n\nIt was moved and seconded that nominations be closed.\n\nThe\n\nmotion was carried. The ballot showed that Mr. Gwinn received 24 votes, Miss\n\nHale 10, and Miss Doherty 5. Mr. Gwinn was declared elected.\nIt was moved and seconded that the Board of Directors give the Executive Com-\n\nmittee full power to act and to carry out all instructions and resolutions of the\nRepresentative Assembly and Board of Directors. Motion carried.\nThe following persons were nominated to succeed Miss Iverson on the Executive\n\nCommittee: Cornelia S. Adair, Anna M. Thompson, and A. J. Matthews. Ballot\nwas taken with the result that Miss Adair received 23 votes, Miss Thompson 18,\nand Dr. Matthews 2.\n\nMiss Adair was declared elected.\n\nJohn F. Sims presented the report on the National Council of Education. Consideration was given to vacancies in the Council and the recommendation of the\ncommittee was approved.\nThe following is the report which was adopted:\nWe recommend that the following whose terms expire in 1925 be elected to succeed them\nselves, their terms to expire in 1931.\n\nMary D. Bradford, Wilmington, Delaware.\nGeorge N. Childs, Superintendent of Schools, Salt Lake City, Utah.\nJ. C. Collicott, Superintendent of Schools, Columbus, Ohio.\nMarie Gugle, Assistant Superintendent of Schools , Columbus, Ohio.\nThomas E. Finegan, Educational Engineer, New York City.\nFrederick M. Hunter, Superintendent of School , Oakland, California.\nJesse H. Newlon, Superintendent of Schools, Denver, Colorado.\nPayson Smith, State Superintendent of Schools , Boston, Massachusetts.\n\nCharl O. Williams, Legislative Secretary, National Education Association, Washington, D. C.\nWe recommend that S. L. Smith, General Field Agent for Rural Schools, Nashville, Tennessee, be elected to succeed George H. Reavis whose term expires in 1925, term to expire\nin 1931;\n\nThat T. H. Harris, State Superintendent of Schools, Baton Rouge, Louisiana, be elected\nto succeed W. A. Brandenburg, membership lapsed, term to expire in 1928.\nThat Joseph Rosier, President State Normal School, Fairmont, West Virginia, be elected to\n\nsucceed P. W. Horn, membership lapsed, term to expire in 1926.\n\n"}
{"page": 1070, "printed_page": null, "text": "REPORT OF COMMITTEE ON RESOLUTIONS\n\n1009\n\nThat Isabel Lancaster Eckles, Santa Fe, New Mexico, be elected to succeed Frank McVey,\nmembership lapsed, term to expire in 1927.\nJOHN F. SIMS , Chairman,\nW. H. SHEPHARD,\nELIZABETH RUSSUM ,\nANNIE G. GRIFFEY,\nS. L. SMITH.\n\nOn motion the resignation of those seated for the purpose of the meeting were\naccepted and the names on the list elected by the Representative Assembly declared\nto be the State Directors for the ensuing year.\n\nOn motion the meeting adjourned to meet at the next annual meeting or on call\nof the President.\n\nMARY MCSKIMMON,\nPresident.\n\nJ. W. CRABTREE,\nSecretary.\n\nREPORT OF THE COMMITTEE ON RESOLUTIONS\nUEL W.\n\nLAMKIN, PRESIDENT,\n\nNORTHWEST MISSOURI STATE TEACHERS\n\nCOLLEGE, MARYVILLE, MISSOURI, CHAIRMAN\n\nWe thank the good people of the Hoosier State and of their beautiful\n\nand busy capital who through their organizations, officials, newspapers,\nchildren, teachers, and other citizens have given us such generous and\ngracious welcome. We have met the Hoosiers elsewhere; we have read\ntheir literature; we had eager anticipations of our visit to them; the\nwelcome has exceeded our expectations; we shall tell the pleasant story\nof it in ten thousand places, even in the islands of the sea.\nInternational peace and goodwill-With international understanding\nfor a basis, international peace and goodwill is promoted. Therefore,\neducation in all nations should purpose to implant a feeling of brotherhood with all mankind and to obliterate the misunderstandings that breed\nwar.\nThe attainment of this purpose is compatible with the maintenance\nof a sound system of training for citizenship and patriotism within the\nNation. Such ends are effectively promoted through the World Conference on Education.\n\nFinancial support-The National Education Association again calls\nattention to the need of adequate financial support of all classes of schools.\nLarge units of taxation and administration increase efficiency without\ncorresponding increase in cost. The Nation, the State, or the community\n\nmust supply the money necessary to give the children of the Republic\nthe education which will enable them to meet the ever-increasing demands\nof a present day civilization. Economical expenditure is an imperative\nduty of all administrative officers. In every State such provision should\nbe made for the distribution of public funds as will equalize educational\nopportunities.\n\nInformation-The people are entitled to know the purposes, achievements, and needs of their schools. Those charged with administration\nmust accept the responsibility of giving the public the information to\nwhich it is entitled.\n\n"}
{"page": 1071, "printed_page": null, "text": "1010\n\nNATIONAL EDUCATION ASSOCIATION\n\nHealth and physical education-Civilization has advanced to the place\nwhere health for all is essential to the realization of the best in life. Ade-\n\nquate programs of health and physical education should be established in\nall parts of our Nation in order that our children may be equipped with\nsound bodies and alert minds .\n\nTrained teachers in all classrooms-Education is the most complex process with which the human race is concerned.\n\nIt should not be left to the\n\nuntrained. The National Education Association reaffirms that our public\nschools must be fully staffed with trained teachers so that the schools can\nfully meet their obligations. None but professionally trained teachers\nshould be granted the privilege of presiding over the Nation's classrooms.\nObscene literature, pictures, and tokens-The Congress of the United\nStates has denied the privilege of the mails to obscene and indecent liter-\n\nature, pictures, and tokens, yet such articles reach the youth of our land\nthrough various other means of transportation. This Association recommends that its legislative committee memorialize the Congress of the\nUnited States to enact legislation prohibiting the transportation in interstate commerce of all such literature, pictures, and tokens, as are now\ndenied the privilege of the United States mails.\nCitizenship obligation-The exercise of the suffrage and the observance\nof law are primary duties of a citizen. Teachers and administrators of\nschools should teach, both in the schoolroom and by personal conduct, a\nwholesome respect for an observance of all laws, and should take an\nactive and intelligent part in the selection of public officials and the consideration of public questions.\nChild labor-The National Education Association reaffirms its position\non the subject of child labor and insists upon the speedy passage of such\n\nFederal and State legislation, constitutional and statutory, as will prevent\nthe exploitation and will promote the welfare of the children of America.\nInterference by non-educational agencies-The Association recommends\nthat administrative authorities protect schools from attempts by outside\nagencies to use the school organization for the furtherance of ends not\ndirectly connected with the aims of public education.\nTeachers' welfare-We urge the adoption by State legislatures of reasonable tenure laws, actuarially sound retirement laws, and teachers' minimum salary laws. We consider these measures essential to the effective\ndevelopment of the teaching profession and the improvement of educational\n\nopportunities of the children of the Nation.\nTaxation of teachers in Territories-The National Education Association urges Congress to remove any discrimination regarding the payment\nof Federal income tax by the teachers of the Territorial and insular\npossessions of the United States.\nAssociation membership-Membership and participation in local, State,\nand National education associations is urged on all persons engaged in\nteaching.\n\nDepartment of Education-We believe that education is a matter of\n\n"}
{"page": 1072, "printed_page": null, "text": "REPORT OF TREASURER\n\n1011\n\nprimary concern to the Nation as a whole. This National responsibility\nfor education has been recognized from the earliest days of the Republic\nby grants of land and of money to the several States in support of their\n\npublic-school systems. We hold that the Federal Government should\npromote the further development of our State and local school systems\nthrough the establishment of a Department of Education with a Secretary\nin the President's Cabinet.\n\nEfficiency and economy demand that the several agencies of the Federal\n\nGovernment dealing with education now distributed among the several\nexecutive departments be consolidated in a Department of Education. We\n\nknow that this department, operating as a fact-finding and fact-distributing\nagency, will aid the several States to improve and develop their public\nschools.\n\nWe urge the Congress to create a Department of Education in accord\nwith the principles embodied in the Bill adopted by this body.\n\nTREASURER'S REPORT\nAs Given in the Report of the Auditors\nFROM JUNE 1, 1924, ΤΟ ΜΑY 31, 1925\nDeficit Brought Forward from Treasurer's Report for Year ended\nMay 31, 1924 .....\n\n$12,583.30\n\nReceipts:\n\nFrom Annual Meetings :\nWashington Meeting .\n\n3,514.05\n\nCincinnati Meeting.\n\n2,389.30\n\n5,903.35\n\nFor Account-Department of Superintendence ( Net) ......\n\n2,952.10\n\nFor Account-Department of Elementary School Principals (Net) ..\nFrom Secretary's Office during Year:\nMembership Fees .....\nSubscriptions to N. E. A. Journal .\nSubscriptions to Research Bulletins .\nSale of Volumes of Proceedings ...\nSale of Special Reports ..\nSale of Research Bulletins.\n\n$119,247.50\n108,732.00\n\n3,774.00\n831.50\n4,276.39\n\n1,750.10\n\nSale of N. E. A. Journals .\n\n55.25\n\nSale of Dr. Harris' Book .\n\n792.00\n\nCash Sales of Reports and Pamphlets .\nCarried Forward ...\n\n35.24\n\n1,972.04\n\n241,430.78\n\n8,890.69\n\n"}
{"page": 1073, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1012\n\n241,430.78\n12,346.42\n20,298.44\n\nBrought Forward ..\nFrom Income on Permanent Fund .\n\nFrom Commercial Exhibits (Net) .\n\n8,890.69\n\n60,774.57\n64.24\n\nFrom Advertising-N. E. A. Journal (Net)\nFrom Interest and Discounts Earned ..\nFrom Rentals Received .\n\nFrom Honorariums (Field and Legislative Secretaries )\n\n2,630.00\n1,819.92\n84.18\n\nFrom Sundry Income-Exchange, Etc....\nFrom Fire Insurance Covering Loss .\n\n207.84\n\n339,656.39\n\n$348,547.08\nExpenses:\n\nBoard of Trustees-Expenses .\n\n602.64\n\n.....\n\nExecutive :\n485.45\n\nPresident (Miss Jones )\n(Mr. Newlon )\nFirst Vice-President ( Dr. Owen)\nFirst Vice-President ( Miss Jones)\n\n1,110.22\n105.23\n236.68\n\nTreasurer\n\n267.56\n\nChairman, Board of Trustees ...\n\n685.19\n\nMember by Election (Mrs. Stewart )\n\n121.13\n265.36\n\n(Miss Iversen)\n\n3,276.82\n\nOffice of General Secretary:\n\nGeneral Expense ( Clerical Service, Traveling, Post$12,853.63\nage and Stationery)\nSalary of Secretary .\n\n8,496.00\n21,349.63\n\nHome Office :\n\nGeneral Expense .\n\n417.47\n\nExpress and Freight ....\n\n881.25\n\nTelephone Service .\n\n2,491.12\n\nTelegrams ( General )\n\n137.52\n\nRepairs-Office Furniture and Fixtures .\n\n254.21\n\nInterest and Discounts Allowed ...\nSurety Bonds .....\n\n1,468.15\n210.00\n\nAuditing Accounts of Association ....\n\n697.26\n\nPhysical Plant-Rents, Light, Heat, Power, and\nJanitor\n\n...\n\n19,475.87\n26,032.85\n\nInstitutional Expense :\nAnnual Conventions :\n\nDepartmental Expenses .\n\n402.79\n\nState Directors ...\n\nRegistration Bureau .\nStenographic Service .\nPublicity\nPrinting:\nPrograms\nMiscellaneous\n\n794.00\n..\n\n370.81\n15.57\n\n1,068.88\n\n$1,431.06\n429.70\n\n1,860.76\nCarried Forward\n\n4,512.81\n55,774.75\n\n"}
{"page": 1074, "printed_page": null, "text": "1013\n\nREPORT OF TREASURER\n\nBrought Forward .\nExpress and Freight ..\nTelephones and Telegrams .\n\n55,774.75\n16.68\n24.08\n\n468.31\n\nMiscellaneous Expense ( Speakers, Etc. ) .\nRepresentative Assembly Expense ......\nBadges\n\n1,268.52\n176.00\n\n6,466.40\n\nExpense in Collecting Membership Dues .\nPublicity in Anticipation of Membership ...\nGeneral Publicity.\nSpecial Committees Appointed by the President...\nMembership and Expense-World Conference on\nEducation\n\n5,168.76\n\n23,016.28\n500.75\n422.71\n\n1,150.00\n100.00\n\nMembership-American Council on Education .\n\nN. E. A. Journal (Printing and Distribution)\nVolume of Proceedings ( 1924)\n.....\n\nResearch Bulletin (Printing and Distribution)\n\nDr. Harris' Book (Printing and Distribution) ......\n\n86,719.67\n7,792.14\n6,554.57\n2,055.85\n135,434.32\n\nSpecial Appropriations for the Year 1924-25 :\nCommittee on Character and Citizenship .\n\n$181.30\n\nCommittee on Health Education ..\n\n1,504.57\n1,446.32\n\nIlliteracy Commission\nLegislative Commission ..\n\n371.54\n\nCommittee on Classification of Educational Material .\nCommittee on Standardization of School House\n\n291.29\n\n830.65\n\nPlanning\n\nCommittee on Salaries, Tenure and Pensions ........\nCommittee on Thrift Education ....\n\n57.94\n\n394.38\n\nCommission on Reorganization of Elementary Education\n\n6.50\n\nDepartment of Classroom Teachers ....\nFinancing Delegates .....\nCommittee on Kindergarten Education ....\n\n5,367.62\n9,531.00\n\nDepartment of Elementary School Principals .\n\n2,000.00\n\n182.04\n\nArithmetic Committee .\n\n51.78\n\nCommittee on American School Program...........\n\n344.31\n\nCommittee of One Hundred on Rural Teachers' Problems\nAmerican Education Week ...\n\n106.27\n\n47.00\n\n-Paid During\nExpenses of Committees for 1923-24\nthe Current Year ....\n\n4,424.33\n27,138.84\n\nDivision of Records and Accounts :\n\nGeneral Expense ( Salaries, Stationery, Etc. ) ........\n\n15,348.90\n\nDivision of Field Secretaries :\n\nLegislative Secretary-General Expense\n\n( Salaries,\n\nStationery, Etc. ) .\n\nField Secretary-General Expense\ntionery, Etc. )\nCarried Forward ....\n\n15,417.58\n\n( Salaries, Sta1,423.04\n250,537.43\n\n"}
{"page": 1075, "printed_page": null, "text": "1014\n\nNATIONAL EDUCATION ASSOCIATION\n\n250,537.43\n\nBrought Forward .\nDivision of Business :\n\nGeneral Expense ( Salaries, Stationery, Etc. )\n\n9,673.45\n\n....\n\n9.17\n\nTyping Section .\nMailing Section ....\nMultigraphing Section .\nAddressographing Section ...\n\n2,278.71\n152.38\n\n6,607.21\n\nDivision of Publications :\n15,040.18\n\nGeneral Expense ( Salaries, Stationery, Etc.)\nDivision of Research :\n\n15,900.43\n\nGeneral Expense ( Salaries, Stationery, Etc.) ........\nDivision of Classroom Service :\n\n6,168.73\n\nGeneral Expense ( Salaries, Stationery, Etc. ) ........\nDivision of Administrative Service :\n\n1,874.01\n1,074.51\n\nGeneral Expense ( Salaries, Stationery, Etc. ) ........\nPurchase of Office Furniture and Fixtures .....\n\nPurchase of Stamps and Stamped Envelopes and Stationery\nDepreciation on Furniture and Fixtures ............\nBad Debts Written Off ........\n\n712.10\n\n...\n\n3,003.64\n764.85\n\nReserved for Doubtful Accounts ....\n\n1,000.00\n\n$314,796.80\nSUMMARY OF\n\nEXPENDITURES\n\nCurrent Expenses and Equipment, Etc........\n\n287,338.15\n1,000.00\n3,003.64\n23,455.01\n\nReserved for Doubtful Accounts ..\n\nDepreciation Reserved ...\n\nExpenses Unpaid ( Vouchers Payable) ......\n\n$314,796.80\n\nCASH SUMMARY\n\nReceipts for the Year .....\n$12,583.30\nOverdraft-May 31, 1924 ....\nExcess of Expenditures Over Receipts,\n125.02\nPermanent Fund-May 31, 1924 ......................\n\n348,547.08\n\n12,458.28\n\n$336,088.80\n6,626.24\n\nCash Applicable to Accounts Receivable .\n\n$329,462.56\nDisbursements for Current Year .......\n\nDisbursements for Previous Year's Operations .\nNotes Payable Repaid .......\n\n$287,338.15\n31,068.58\n7,500.00\n325,906.73\n\nCash in Bank as at May 31, 1925 ....\n\n$3,555.83\n\n"}
{"page": 1076, "printed_page": null, "text": "1015\n\nREPORT OF THE AUDITOR\n\nCASH SUMMARY\n\nRegular Fund ..\n\n$3,555.83\n\n..\n\nRevolving Fund ...\n\n15,000.00\n\n...\n\n$18,555.83\n\nTotal Cash (Treasurer)\nCERTIFICATE OF AUDITORS\n\nTo the President of the National Education Association :\n\nWe have audited the accounts of the National Education Association and of the\n\nTreasurer, and of the Secretary, for the year ended May 31, 1925, and certify\nthat the foregoing statement of Income and Expenses is correct and is in accordance with the books of the Association. The Secretary's Revolving Fund of\n\n$15,000.00 has also been verified by us.\nPEAT, MARWICK, MITCHELL & CO.\nNew York, N. Y., June 20, 1925.\nREPORT OF THE TRUSTEES FOR THE FISCAL YEAR\nJUNE 1, 1924, TO MAY 31, 1925\nAs Given in the Report of the Auditors\n\nTo the Executive Committee, to the Board of Directors, and to the Representative\nAssembly:\nThe Board of Trustees herewith submit the Annual Report on the finances and\nproperty of the Association.\nTHE FUNDS OF THE ASSOCIATION\n\nThe Permanent Fund is the money which has been put into a reserve fund.\n\nThe income from this fund pays for repairs, upkeep, insurance, etc., on the property\nin which part of this fund is invested. The balance goes into the Regular Fund\nfor current expenses. The Permanent Fund is invested in Stocks, Mortgages,\nBonds, and Real Estate.\nThe Regular Fund is the money received from memberships, from the sale of\n\nvolumes and pamphlets, from commercial exhibits, advertising, etc.\nThe Revolving Fund is a part of the moneys of the Regular Fund placed in the\n\nhands of the Secretary to pay salaries and current bills. The Secretary presents\nvouchers for the money he expends. The Revolving Fund is reimbursed monthly\nfrom the General Fund.\nDetailed information follows.\n\nRespectfully submitted,\nBOARD OF TRUSTEES .\n\nREPORT OF THE AUDITOR\nJesse H. Newlon, Esq., President,\nNational Education Association of the United States,\nWashington, D. C.\nDEAR SIR:\n\nIn accordance with instructions received, we have made an examination of the\n\naccounts of the National Education Association of the United States for the year\nended May 31, 1925, and now submit our report thereon.\n\n"}
{"page": 1077, "printed_page": null, "text": "1016\n\nNATIONAL EDUCATION ASSOCIATION\n\nOur examination embraced the verification, as hereinafter described, of the\n\nassets and liabilities of the Association as at May 31, 1925, as well as an audit\nof the expenses and a review of the income for the year then ended. In that con-\n\nnection and in order to satisfy ourselves regarding the general accuracy of the\naccounts, we made a series of tests relating to the cash receipts and disbursements,\nsubscriptions, advertising and other matters of detail.\nINCOME AND EXPENSES\n\nThe excess of income over expenses resulted in a surplus of $32,549.55 for the\nyear ended May 31, 1925. This compares with a deficit of $30,482.57 for the previous year, thus reflecting an improvement in the operations of the Association of\n$63,032.12. The following is a condensed comparative statement of the income and\n\nexpenses for the two years ended May 31, 1925 and 1924 :\nCONDENSED COMPARATIVE STATEMENT OF INCOME AND EXPENSES\n\nIncome:\n\nYear ended May 31\n\nIncrease\n\n1925\n\nDecrease\n\n1924\n\nMemberships from Secretary's Office ....... $119,247.50 $100,625.00 $18,622.50\n5,903.35\nMemberships from Annual Conventions\nN. E. A. Journal-Subscriptions and Adver169,561.82\ntising\n831.50\nSales of Proceedings ...\n4,276.39\nSales of Special Reports.\n....\n\nCommercial Exhibits\nResearch Bulletins\nHonorariums\nRentals\n\nInterest and Discount Earned .\nCash Sales\n\n7,374.50\n\n1,471.15\n\n148,970.25\n\n20,591.57\n\n1,060.50\n\n229.00\n\n495.77\n\n3,780.62\n\n16,412.79\n4,648.16\n3,000.05\n2,123.75\n\n3,885.65\n\n5,524.10\n1,819.92\n2,630.00\n64.24\n\n169.59\n\n105.35\n\n1,972.04\n\n156.66\n\n1,815.38\n4,971.44\n\n20,298.44\n\n875.94\n\n1,180.13\n506.25\n\nNet Income Transferred from Permanent\nFund\n\n12,346.42\n\n7,374.98\n\nSundry Income\n\n292.02\n\n213.73\n\nSales of Dr. Harris' Book ..\n\n792.00\n\nTotal ..\n\n78.29\n792.00\n\n$345,559.74 $292,625.73\n\n$52,934.01\n\nExpenses:\nBoard of Trustees .\n\n602.64\n\n1,405.98\n\n803.34\n\nExecutive Committee\n\n3,276.82\n\n4,967.88\n\n1,691.06\n\n19,777.92\n26,163.38\n9,668.12\n1,963.38\n\n1,571.71\n2,873.11\n3,201.72\n3,725.93\n\nGeneral Secretary's Office .\n\n21,349.63\n\nHome Office\n\n29,036.49\n\nInstitutional Expenses-Annual Conventions .\n\n6,466.40\n\nWorld Conference on Education ..\n\n1,150.00\n\nExpense in Collecting Membership Dues ....\n\n5,168.76\n\nPublicity in Anticipation of Membership ....\n\n23,016.28\n\n8,894.69\n18,769.39\n\nGeneral Publicity\nSpecial Committee appointed by the Presi-\n\n500.75\n\n726.91\n\n4,246.89\n226.16\n\n422.71\n\n245.08\n\n177.63\n\n100.00\n\n.......\n\n100.00\n\n86,719.67\n7,792.14\n\n96,017.32\n\n9,297.65\n\nVolume of Proceedings .\n\n9,010.32\n\n1,218.18\n\nResearch Bulletins (Printing and Distribution)\n\n6,554.57\n\n7,692.83\n\n1,138.26\n\ndent\n\n813.38\n\nMembership-American Council on Education\n\nN. E. A. Journal (Printing and Distribution)\n\n"}
{"page": 1078, "printed_page": null, "text": "1017\n\nREPORT OF THE AUDITOR\n\nYear ended May 31\n1924\n\nDr. Harris' Book ....\n\nSpecial Appropriations\nDivision of Records and Accounts .\nDivision of Field Secretaries ..\nDivision of Business .\nDivision of Publications\nDivision of Research\nDivision of Class Room Service .\nDivision of Administrative Service .\nBad Debts Written off and Reserved for ....\n\n1924\n\nIncrease\nDecrease\n\n2,055.85\n10,696.05\n\n2,055.85\n27,138.84\n15,348.90\n16,840.62\n\n16,442.79\n14,736.69\n25,563.89\n\n18,720.92\n\n20,419.43\n\n1,698.51\n\n15,040.18\n15,900.43\n6,168.73\n1,874.01\n1,764.85\n\n13,866.03\n17,020.48\n7,100.94\n\n1,174.15\n\n2,654.85\n\n612.21\n\n8,723.27\n\n1,120.05\n932.21\n\n780.84\n1,764.85\n\n......\n\nTotal ..\n\n$313,010.19 $323,108.30 $10,098.11\n\nSurplus or Deficit for Year .........\n\n$32,549.55\n\n$30,482.57 $63,032.12\n\nAs in former years, prepaid subscriptions, memberships, etc., have been treated\nas income of the current year.\n\nFurther particulars of the income and expenses for the year ended May 31, 1925,\nare submitted in Exhibit \"A,\" appended hereto.\n\nThe deficit as at May 31, 1924, has been changed into a surplus as at May 31,\n1925, as shown below :\nDeficit as at May 31, 1924......\nExcess of Expenditures over Income-Permanent Fund-May 31, 1924 ..\n\n$5,461.47\n125.02\n\n$5,336.45\nSurplus for Year ended May 31, 1925, as per Income and Expense Statement\n\n32,549.55\n\n$27,213.10\n\nSurplus as at May 31, 1925 .......\nRECEIPTS AND DISBURSEMENTS\n\nThe following is a summary of the cash receipts and disbursements of the Treasurer's Account for the year :\n$2,416.70\n\nCash Balance as at May 31, 1924 ....\nReceipts :\n\nIncome as per Income and Expense State$345,559.74\n\nment\n\nAccounts and Notes Receivable as at May 31,\n1924\n\n10,070.34\n355,630.08\n\nLess Accounts and Notes Receivable as at\n16,696.58\n\nMay 31, 1925 ........\n\n338,933.50\n\nDepartments of Superintendence and Elementary School Principals :\nAs at May 31, 1924 ....\nAs at May 31, 1925 ...\nTotal Cash Receipts .\n\n$4,854.71\n7,842.05\n\n2,987.34\n341,920.84\n344,337.54\n\n"}
{"page": 1079, "printed_page": null, "text": "1018\n\nNATIONAL EDUCATION ASSOCIATION\n\nBrought Forward ....\nDisbursements :\n\n344,337.54\n\nExpenses as per Income and Expense Statement\n\n313,010.19\n31,068.58\n\n1924 Bills paid during Current Year ........\n\n$344,078.77 $344,337.54\nLess:\n\n$23,455.01\n\nBills Unpaid as at May 31, 1925\nDepreciation-Office\n\nFurniture\n\nand Fix-\n\ntures\n\n...\n\n3,003.64\n\nReserved for Doubtful Accounts ... 1,000.00\nExcess of Expenditures over Receipts-Permanent Fund as at May 31, 1924\n\n..\n\n125.02\n\n27,583.67\n316,495.10\n\nFurniture and Fixtures Purchased during\nYear\n\n1,074.51\n\nOffice Stationery and Supplies Purchased during Year\n\n712.10\n\nLoan Repaid-Continental Trust Co .........\n\n7,500.00\n\nTotal Cash Disbursed\n\n325,781.71\n\n......\n\nExcess of Cash Receipts over Cash Expended\n\n18,555.83\n\n...\n\nAccounted for as follows :\n\nRevolving Fund :\nInBank\n\n2,533.29\n\nTransfer from Continental Trust Co., Regular Account to reimburse Fund\n\n........\n\n12,457.11\n9.60\n\nOn Hand\n\nContinental Trust Co., Regular Account .....\n\n15,000.00\n3,555.83\n\n$18,555.83\nWe examined the cash receipts after making an investigation of the methods of\nhandling the income derived from memberships, subscriptions to the N. Ε. Α.\n\nJournal, advertising and sundry income, and so far as the system permitted us to\ndo so, within the expenditure of a reasonable amount of time, we satisfied ourselves\nthat all the funds received had been properly accounted for.\nVouchers supporting cash disbursements were examined and found in order, with\nthe exception of certain vouchers covering payments made towards the end of the\nfiscal year which had not been returned to the Treasurer's office at the date of our\nvisit.\nASSETS AND LIABILITIES\n\nThe following is a statement of the assets and liabilities as at May 31, 1925, as\nshown by the books:\n\n"}
{"page": 1080, "printed_page": null, "text": "REPORT OF THE AUDITOR\n\n1019\n\nASSETS\n\nCash:\n\nSecretary's Fund-In Bank, on Hand and to be\n$15,000.00\n.....\n\nreimbursed from the Regular Account ......\nRegular Account-In Bank .....\n\n3,555.83\n18,555.83\n7,696.38\n\nPermanent Fund .\n\n26,252.21\n\nAccounts Receivable ...\nLess Reserve for Doubtful Accounts .\n\n$16,617.85\n1,000.00\n15,617.85\n\nNotes Receivable :\nLife Members .\nOthers\n\n1,475.00\n78.73\n\n1,553.73\n1,983.83\n\nStationery, Supplies, Stamped Envelopes, Etc.....\n\nOld Volumes of Proceedings and Other Publications ......\nSecurities at Book Value ( Schedule \"1\" ) ......\n\n500.00\n\n110,428.80\n\nReal Estate:\nCost Price ...\n\n153,000.00\n\nImprovements and Alterations since date of Purchase-M Street Property .\n\n17,566.13\n\nLess Mortgages and Loans .\n\n170,566.13\n83,000.00\n87,566.13\n\nFurniture and Fixtures ......\nLess Reserve .....\n\n31,110.89\n9,336.97\n21,773.92\n\n$265,676.47\n\nLIABILITIES\n\nAccounts Payable .......\nDepartment of Superintendence .\n\nDepartment of Elementary School Principals ...\nTrust Fund-Permanent Investment ..\n\nSurplus as at May 31, 1925 .......\n\n$23,455.01\n6,924.95\n917.10\n\n207,166.31\n27,213.10\n\n$265,676.47\nWe verified the Secretary's Fund partly by count and partly by certificate obtained from the depository, and the Regular Account was verified by certificate\nfrom the same source. We also verified the balance in the Permanent Fund by the\ncertified report of the Trustees.\n\nCertain of the accounts receivable are long overdue and a reserve of $1,000.00\nhas been established to take care of any debts which may be uncollectible.\nThe notes receivable on hand were examined by us and found in order.\nThe stationery, supplies, stamped envelopes, etc., on hand are book figures, supported by lists which we inspected. The values are stated at cost and we obtained\na certificate from the business manager as to the quantities and values.\n\nThe asset \"Old Volumes of Proceedings,\" which has been shown for several\n\n"}
{"page": 1081, "printed_page": null, "text": "1020\n\nNATIONAL EDUCATION ASSOCIATION\n\nyears in the Balance Sheet at $500, now includes new publications acquired\nduring the year, and the name has been changed to \"Old Volumes of Proceedings\nand Other Publications.\" The account now covers the following: \"Old Volumes\nof Proceedings,\" 19,125 volumes ; \"Wm. T. Harris' Book,\" 4050 volumes ; and\n\n\"School House Planning,\" 10,100 volumes. These are conservatively carried at\nthe same arbitrary figure of $500.00.\nWe inspected vouchers for all the additions to the furniture and fixtures dur-\n\ning the year, amounting to $1,074.51, and found the amounts to be proper capital\ncharges.\n\nWe made a sufficient check to satisfy ourselves that all known liabilities are\nshown on the books .\nPERMANENT FUND\n\nWe have audited the receipts and disbursements of the Permanent Fund and\n\nhave inspected the securities in the custody of the Continental Trust Co., Washington, D. C. There was no change in the securities owned during the year, and a\ndetailed list is attached hereto as Schedule \"1,\" showing their par values and costs.\nThe market values were not ascertained at this time. All income from invest-\n\nments was received during the year. We examined receipts for the amount of\n$1,477.00 spent out of the Permanent Fund cash on improvements to the M Street\nproperty.\n\nThe following statement shows the changes in the Permanent Fund during the\nyear:\n\n$204,941.31\n\nBalance as at May 31, 1924, as per last report..\nAdded during Year :\nCash received for Life Members' Fees .......\nNotes for Life Members' Fees :\n\n$2,400.00\n\nAmount as at May 31, 1924 .............\n\n$1,650.00\n\nAmount as at May 31, 1925 .....\n\n1,475.00\n\n175.00\n\n2,225.00\n\n$207,166.31\n\nBalance as at May 31, 1925 ...\nMade up as follows :\nCash\n\nNotes Receivable-Life Members ..\n\n7,696.38\n1,475.00\n\n.....\n\nSecurities\n\n110,428.80\n\nImprovements at M Street :\n\nAmount as at May 31, 1924 .\n\nAdded during Year ...\n\nReal Estate, less Mortgage Loans thereon ......\n\n16,089.13\n1,477.00\n17,566.13\n70,000.00\n\n87,566.13\n\n$207,166.31\nThe income from the investments and the disbursements for the period may\nbe summarized as follows :\n\nReceipts:\nInterest from Securities Owned ( Schedule \" 1\" ) ......\nRentals Received from Real Estate Owned .\nCarried Forward .....\n\n$4,725.00\n14,305.53\n\n$19,030.53\n\n"}
{"page": 1082, "printed_page": null, "text": "1021\n\nREPORT OF THE AUDITOR\n\nBrought Forward ..\n\n19,030.53\n\nDisbursements :\n\nExcess of Expenditures over Receipts, as per last report...\n\n$ 125.02\n\nInterest on Mortgages .\n\n4,980.00\n\n..\n\nTaxes\n\n216.48\n\nRepairs, Etc.......\nInsurance\n\n615.85\n375.89\n\nTrustees' Commission .\n\n370.87\n\n6,684.11\n$12,346.42\n\nNet Income paid over to the Association .\n.......\n\nThe receipts were properly accounted for and vouchers were produced in support of all disbursements.\nGENERAL\n\nAs in former years, no examination was made of the monies received and disbursements made by the Departments of Superintendence and Elementary School\nPrincipals.\nYours truly,\nPEAT, MARWICK, MITCHELL & Co.\nINCOME AND EXPENSES\n\nFor the Year Ended May 31, 1925\nExhibit \"A\"\nIncome:\n\nMemberships from Secretary's Office.......\n\n$119,247.50\n\nMemberships from Annual Conventions ....\nN. E. A. Journal :\n\n5,903.35\n\nSubscriptions (Part of Membership Dues )\n\n$108,732.00\n\nAdvertising\n\n60,774.57\n\nSales\n\n55.25\n\nSales of Proceedings ..\nSales of Special Reports .\n\n169,561.82\n831.50\n\n4,276.39\n20,298.44\n\nCommercial Exhibits ..\nResearch Bulletin:\n3,774.00\n1,750.10\n\nSubscriptions\nSales\n\n5,524.10\n\nHonorariums\n\n1,819.92\n\nRentals\n\n2,630.00\n\nInterest and Discount Earned .\nCash Sales .....\n\n1,972.04\n\n64.24\n\nNet Income transferred from Permanent\n12,346.42\n\nFund\n\nSundry Income .\n\n84.18\n\nSales of Dr. Harris' Book ....\n\n792.00\n\nFire Insurance covering Loss ..\n\n207.84\n\nTotal Income ..\n\n$345,559.74\n\n•\n\n"}
{"page": 1083, "printed_page": null, "text": "1022\n\nNATIONAL EDUCATION ASSOCIATION\n\nTotal Income Brought Forward ...\n\n$345,559.74\n\nExpenses:\nBoard of Trustees ...\nExecutive Committee :\n\n$602.64\n\n....\n\n$1,110.22\n\nPresident ( Mr. Newlon)\n\n485.45\n\nPresident (Miss Jones )\nFirst Vice-President ( Miss Jones)\n\n236.68\n\nFirst Vice-President ( Dr. Owen)\n\n105.23\n\nTreasurer\n\n267.56\n\nChairman, Board of Trustees .\nMember by Election:\n\n685.19\n\nIversen ...\n\nMiss\n\n265.36\n\n121.13\n\nMrs. Stewart .\n\n3,276.82\n\nGeneral Secretary's Office :\nGeneral Expenses ( Clerical Service, Trav12,853.63\n\neling, Stationery, Etc.) ...\n\n8,496.00\n\nSalary of Secretary ..\n\n21,349.63\n\nHome Office :\n\nGeneral Expenses, Etc.....\nExpress and Freight ......\n\n$417.47\n\nTelephone Service ..\n\n2,491.12\n\n881.25\n\nTelegrams\nRepairs-Office Furniture and Fixtures ...\nDepreciation-Office Furniture and Fixtures\n\n..\n\nInterest and Discounts Allowed .......\n\n:...\n\nSurety Bonds .........\nAudit Fee, Etc....\nPhysical Plant Expenses :\nRent\n\n.\n\n137.52\n\n254.21\n\n3,003.64\n1,468.15\n210.00\n697.26\n\n$14,305.53\n\nLight and Power .....\n\n971.88\n\nHeat\n\n1,307.64\n\nJanitor Service .\n\n1,719.80\n\nMaintenance, Etc.......\n\n1,171.02\n\n19,475.87\n\n29,036.49\n\nInstitutional Expenses :\nAnnual Conventions :\n\nDepartment Expenses .\n\n402.79\n\nDirectors .\n\n794.00\n\nRegistration\nStenographic Service .\n\n370.81\n\nState\n\nPublicity\n\nPrinting-Programs and Miscellaneous .\nExpress and Freight...\nTelephone and Telegrams .\nMiscellaneous Expenses ( Speakers, Etc. ) ..\nRepresentative Assembly Expense ........\nBadges\n\nWorld Conference on Education ......\n\nExpense in Collecting Membership Dues ...\nPublicity in Anticipation of Membership ....\nCarried Forward ......\n\n15.57\n\n1,068.88\n1,860.76\n16.68\n24.08\n468.31\n\n1,268.52\n176.00\n\n6,466.40\n1,150.00\n5,168.76\n\n23,016.28\n$35,801.44\n\n$54,265.58 $345,559.74\n\n"}
{"page": 1084, "printed_page": null, "text": "1023\n\nREPORT OF THE AUDITOR\n\nTotal Income Brought Forward .....\nBrought Forward .\n$35,801.44\n500.75\nGeneral Publicity .\n422.71\nSpecial Committee appointed by the President\n\n$345,559.74\n$54,265.58\n\nMembership-American Council on Education\n\n100.00\n\nN. E. A. Journal ( Printing and Distribution)\nVolume of Proceedings ( 1924 ) ...\n\n86,719.67\n\nResearch Bulletin (Printing and Distribution)\n\n6,554.57\n2,055.85\n\nDr. Harris' Book ( Printing and Distribution)\nSpecial Appropriations for the Year 1924-5 :\nCommittee on Character and Citizenship ..\nCommittee on Health Education .......\n\nIlliteracy Commission .\nLegislative Commission .\n\n7,792.14\n\n139,947.13\n\n$181.30\n1,504.57\n1,446.32\n371.54\n\nCommittee on Classification of Education\n291.29\n\nMaterial\n\nCommittee on Standardization of School\n\nHouse Planning ..\n\n830.65\n\nCommittee on Salaries, Tenure and Pensions\n\n57.94\n\nCommittee on Thrift Education ...\n\n394.38\n\nCommission on Reorganization of Elementary Education ......\nDepartment of Classroom Teachers ......\n\n..\n\nFinancing Delegates ......\nCommittee on Kindergarten Education ..\nDepartment of Elementary School Principals\n\n6.50\n\n5,367.62\n9,531.00\n182.04\n\n2,000.00\n\nArithmetic Committee\n\n51.78\n\nCommittee on American School Program ..\n\n344.31\n\nCommittee\n\nof\n\nOne\n\nHundred\n\non\n\nRural\n\nTeachers Problems ...\n\nAmerican Education Week ....\n\n47.00\n106.27\n\n22,714.51\n\nExpenses of Committees for 1923-4 Paid\nDuring Current Year :\nCommittee on Character and Citizenship ..\nCommittee on Foreign Relations ........\n\n188.71\n35.22\n\nCommittee on Health Education .........\n\n29.73\n\nLegislative Commission ...\nCommittee on Salaries, Tenure and Pen-\n\n142.11\n\nCommittee on Thrift Education ..\n\n805.73\n311.42\n\nCommission on Reorganization of Elementary Education ...\n\n235.45\n\nsions\n\nCommission on Coördination of Research\n\nAgencies\nCommittee on Kindergarten Education ...\n\n156.25\n19.71\n\nDepartment of Elementary School Principals\nCarried Forward ...\n\n2,500.00\n\n27,138.84\n\n$221,351.55 $345,559.74\n\n"}
{"page": 1085, "printed_page": null, "text": "1024\n\nNATIONAL Education ASSOCIATION\n\n$345,559.74\n\nTotal Income Brought Forward ...\nBrought Forward .\n\n$221,351.55\n\nDivision of Records and Accounts :\n\nGeneral Expenses ( Salaries, Stationery,\n15,348.90\n\nEtc.)\nDivision of Field Secretaries :\n\nLegislative Secretary ( Salaries, Stationery,\nEtc.)\n\nField\n\n15,417.58\n\nSecretary\n\nStationery,\n\n( Salaries,\n\n1,423.04\n\nEtc.)\n\n16,840.62\n\nDivision of Business :\n\nSalaries , Traveling Expenses, Stationery,\nEtc.\n\n9,673.45\n9.17\n\nTyping Section\nMailing Section\nMultigraph Section\nAddressograph Section\n\n2,278.71\n152.38\n6,607.21\n\n18,720.92\n\nDivision of Publications :\n\nGeneral Expenses\n\n( Salaries, Stationery,\n\nEtc.)\nDivision of Research :\n\n15,040.18\n\nGeneral Expenses ( Salaries, Stationery,\nEtc.)\n\n15,900.43\n\nDivision of Classroom Service :\n\nGeneral Expenses ( Salaries, Stationery,\nEtc.)\n\n6,168.73\n\n...\n\nDivision of Administration Service :\n\nGeneral Expenses ( Salaries, Stationery,\nEtc.)\nBad Debts Written Off ....\nReserved for Doubtful Accounts .\n\n1,874.01\n764.85\n\n1,000.00\n\nTotal Expenses\n\n313,010.19\n\nSurplus for the Year ..............\n\n$32,549.55\n\nSECURITIES ON HAND\n\nAs at May 31, 1925\nSchedule \"1\"\nValue\nPar\n\nBook\n\nIncome\n\n$1,000.00\n\n$1,000.00\n\n$50.00\n\n2,000.00\n3,000.00\n\n2,000.00\n3,000.00\n\n100.00\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\nMunicipal and School Bonds :\nClearwater, Kansas, Water Works Bonds 5%\ndue:\n\n1930-No . 18\n1931-No . 19-20\n1932-No . 21-22-23\n\nKansas City, Mo., School District 32% Bonds\ndue 1925-Nos. 3127, 3128, 3129, 3133 , 3135,\n3136, 3190, 3192, and 3200 ....\n\nSalt Lake City, Utah, Water Bonds 42% due\n1934\n-Nos . 310 to 319 .......\n\nSeattle, Washington, School Bonds, 42\n% due\n1931-Nos . 586 to 595 .......\n\n"}
{"page": 1086, "printed_page": null, "text": "1025\n\nTHE SECRETARY'S REPORT\n\nRailroad Bonds :\n\nAtlantic Coast Line R. R. Co. 1st Cons. Mtge.\n\nBonds 4% due 1952-Nos. 5130, 6494, 11638,\n11639, 14335, 14339, 17579, 24601, 37565, and\n50251\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\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\nBaltimore and Ohio R. R. Co. ( Pittsburgh, Lake\nErie & West Virginia System) Ref. Gold\nBonds 4% due 1941-Nos. 13496 to 13500,\n21236 to 21250\n\nChicago, Indiana & Southern Ry. Co. 4% due\n1956-Nos . 11386 to 11394 and 13786 ........\n\nManhattan Railway Co., Cons. Mtge. Gold\nBonds 4% due 1990-Nos. 2843, 6522, 16083,\n16087\n\nOregon Short Line R. R. Co. Ref. Gold Bonds,\n4% due 1929-Nos. 4013 to 4017, 4025 to\n4027, 4976, 13810\n\nSt. Louis & San Francisco R. R. Co., Adjustment Bonds, 6% due 1955-Nos. M14552,\nD845, Y1033\nSt. Louis & San Francisco R. R. Co. Prior Lien\n\nMtge. Bonds, 4% due 1950-Nos. M56051 to\n56055 , Y1527\n\nTerminal R. R. Association of St. Louis, Gen.\n\nRef. Sink. Fund Gold Bonds, 4% due 1953Nos. 16311 to 16325 ..\n\nCorporation Bonds :\nMaine Real Estate Title Co., 1st Mtge. Gold\n5%, due 1932-Nos. 151 and 152 .....\nTotal..\n\n$114,000.00 $ 110,428.80 $4,725.00\nPEAT, MARWICK, MITCHELL & CO.\n\nREPORT OF THE SECRETARY OF THE NATIONAL\nEDUCATION ASSOCIATION\nJ. W. CRABTREE, SECRETARY\n\nThe Association is out of debt.\n\nOwing to the failure of members in\n\nagricultural sections of the country to pay membership dues, year before\nlast there was a deficit June 1, 1924, of $30,811.23 . This deficit was a\nsource of worry to officers during a portion of the year at the headquarters\noffice. The amount was too great to be paid off in one year. The plan\nwas to pay one third of the deficit this year, one third next year, and the\nremaining one third the year following. All were surprised to find on\nJune 1, 1925, that the whole deficit had been wiped out and that it had\nbeen replaced by a balance of $4,155.35. The balance is small but encouraging in view of the anticipated deficit of $20,000. The Association\nwill now need to borrow only to cover the summer period when weekly\nreceipts run low.\nDelegates and members will be interested in the following comparisons of income and expenditures of 1923-24 with those of 1924-25 :\n\n"}
{"page": 1087, "printed_page": null, "text": "1026\n\nNATIONAL EDUCATION ASSOCIATION\n\nTABLE 1. COMPARISON OF INCOME ON THE FIRST DAY OF EACH MONTH\n1923-24\n\n1924-25\n\nNovember 1\n\n$39,537.66\n70,257.94\n\n$43,616.56\n95,150.40\n\nDecember 1\n\n126,445.96\n\nJanuary 1\n\n174,780.77\n190,484.79\n215,310.14\n245,116.74\n\n154,735.44\n209,076.36\n236,856.46\n265,598.54\n290,245.92\n304,978.81\n347,776.91\n\nOctober 1\n\nFebruary 1\nMarch 1\n\nApril 1\nMay 1\nJune 1\nTABLE 2.\n\n265,024.83\n\n296,275.75\n\nCOMPARISON OF EXPENDITURES ON THE FIRST DAY OF\nEACH MOΝΤΗ\n1923-24\n\n1924-25\n\nFebruary 1\n\n-$ 199,757.15\n\nMarch 1\n\n231,845.89\n261,850.49\n285,033.39\n325,796.75\n\n$206,605.41\n234,430.31\n\nApril 1\nMay 1\n\nJune 1\nTABLE 3.\n\n262,840.51\n\n287,074.16\n309,325.51\n\nCOMPARISON OF BALANCES AND DEFICITS ON THE FIRST DAY\nOF EACH MONTH\n\nOctober 1\nNovember 1\nDecember 1\n\nJanuary 1\nFebruary 1\nMarch 1\n\nApril 1\nMay 1\n\n1923-24\n\n1924-25\n\n$36,287.48 Deficit\n35,392.09 Deficit\n\n$76,859.80 Deficit\n\n27,421.64 Deficit\n\n44,356.57 Deficit\n15,894.75 Deficit\n\n3,414.02 Balance\n7,206.83 Deficit\n26,036.31 Deficit\n27,434.41 Deficit\n\n6,460.92 Balance\n1,718.34 Deficit\n1,062.44 Deficit\n6,533.60 Deficit\n\n32,134.26 Deficit\n\n30,811.23 Deficit\nTotal income for 1924\n--------Total income for 1925 .\n\nJune 1\n\n14,495.82 Deficit\n4,155.35 Balance\n$296,275.75\n347,776.90\n\nMembership growth, turnover-There has been an encouraging growth\nin membership from year to year. At first membership was more stable\n\nthan at the present time. It consisted largely of those in administrative\npositions and those who held positions in the larger systems of schools.\nNow that there is a more complete enlistment of the profession the membership begins to show the natural turnover in the profession.\nIn Table 4, which shows the membership by States for 1923, 1924, and\n1925, it is necessary to explain that the 8847 \"miscellaneous\" includes\nthose dropped on request and otherwise, whose membership rights continued\n\n"}
{"page": 1088, "printed_page": null, "text": "1027\n\nTHE SECRETARY'S REPORT\n\nthroughout the year 1924. In all 35,885 were dropped under the new\nBy-Laws and 10,000 under the provisions of the old By- Laws. Many\nof these are now renewing membership. Under the old By-Laws the count\nfor 1924 would have been above 150,000.\nThe membership of more than 20,000 has expired since January 1. This\n\nis offset in part by the new membership, January 1 to May 1. The peak\nof membership will be January 1 each year. Membership of unpaid members lapses in February each year. The official count has been made as\n\nof January 1 since the Association was organized. There is every reason\nto believe that next year will show continued growth in membership.\nTABLE 4.\n\nMEMBERSHIP OF THE NATIONAL EDUCATION ASSOCIATION\nNew Members\n\nJan. 21, 1923\n\nJan. 1, 1924\n\nJan. 1, 1925\n\nJan. 1 to\nMay 1, 1925\n\nAlabama\n\n708\n\n824\n\n1,016\n\n261\n\nAlaska\n\n92\n\n112\n\n105\n\n17\n\n1,107\n\n1,477\n\n1,669\n\n46\n\nArizona\nArkansas\n\n327\n\n380\n\n442\n\n64\n\nCalifornia\n\n9,592\n\n14,490\n\n15,213\n\n937\n\nColorado\n\n8,820\n1,819\n\n4,222\n1,527\n\n4,284\n1,770\n\n159\n\nDelaware\n\n343\n\n511\n\n752\n\n45\n\nDistrict of Columbia .\n\n595\n\n745\n\nFlorida\n\n820\n\n440\n\n1,949\n1,051\n\n59\n\nForeign\nGeorgia\n\n144\n\n160\n\n166\n\n231\n\n362\n\n469\n\n53\n\nHawaii\n\n1,168\n\n1,461\n\n1,827\n\n271\n256\n\nConnecticut\n\n102\n\n1\n\nIdaho\n\n497\n\n564\n\n621\n\nIllinois\n\n7,475\n\n9,332\n\n8,961\n\n508\n\n3,137\n5,944\n1,399\n\n3,393\n5,501\n1,646\n\n2,147\n\n431\n\n487\n\n932\n\n989\n\n4,437\n3,536\n1,890\n543\n1,026\n\n2,105\n529\n10,696\n7,466\n2,281\n\n2,087\n\n1,867\n1,567\n6,197\n8,977\n\n126\n\nIndiana\nIowa\nKansas\n\nKentucky\nLouisiana\nMaine\n\nMaryland\nMassachusetts\nMichigan\nMinnesota\n\n858\n\n10,540\n8,284\n2,802\n\n2,704\n\n100\n\n387\n244\n\n60\n\n158\n217\n390\n557\n\nMississippi\n\n156\n\n167\n\n273\n\n36\n\nMissouri\n\n3,234\n\n3,403\n\n3,176\n\n327\n\nMontana\n\n337\n\n258\n\n333\n\n14\n\nNebraska\n\n2,651\n\n2,877\n\n2,721\n\n129\n\nNevada\n\n310\n\n485\n\n562\n\n23\n\nNew Hampshire\nNew Jersey\nNew Mexico\nNew\n\nYork\n\nNorth Carolina\n\n625\n\n619\n\n557\n\n40\n\n3,407\n\n3,715\n\n4,269\n\n145\n\n884\n\n293\n\n319\n\n18\n\n10,081\n\n11,194\n\n9,973\n\n449\n\n323\n\n387\n\n430\n\n22\n\n"}
{"page": 1089, "printed_page": null, "text": "NATIONAL EDUCATION AssoOCIATION\n\n1028\n\nNew Members\n\nJan. 1 to\nJan. 21. 1923\n\nJan. 1, 1924\n\nJan. 1, 1925\n\nMay 1, 1925\n\n497\n\n620\n\n584\n\n29\n\nOhio\n\n8,383\n1,252\n1,041\n6,279\n\n9,881\n1,477\n2,288\n10,423\n\n1,022\n\nOklahoma\n\n9,271\n1,611\n1,589\n7,259\n\n519\n\n432\n\n221\n\n27\n\n54\n\n67\n\nRhode Island\n\n215\n\n254\n\n322\n\nSouth Carolina\n\n89\n\n120\n\n484\n\n35\n\nSouth Dakota\n\n785\n\n874\n\n1,066\n\n144\n\nNorth Dakota\n\nOregon\nPennsylvania\n\nPhilippine Islands\nPorto Rico\n\n124\n116\n626\n\n24\n\n615\n\n746\n\n869\n\n71\n\n1,089\n2,879\n\n1,593\n1,651\n\n2,049\n1,678\n\n224\n\nVermont\n\n398\n\n374\n\n432\n\nVirginia\n\n1,082\n\n1,286\n\n1,480\n\n10\n\n108\n\n123\n\n2\n\n3,413\n\n3,297\n1,129\n3,442\n1,363\n\n3,334\n1,810\n3,428\n1,198\n\n130\n\n133,565\n6,625\n\n138,856\n8,847\n\n140,190\n\n147,703\n\nTennessee\nTexas\nUtah\n\nVirgin Islands\nWashington\n\nWest Virginia\n\n736\n\nWisconsin\n\n3,316\n\nWyoming\n\n1,271\n118,012\n\nMiscellaneous\n\nTotal\n\n176\n\n71\n\n223\n91\n87\n\n11,558\n\nNew membership division-The Association has established new divisions\nfrom year to year to render services demanded by the profession. It has\nevery year appropriated liberally for the use of committees. It left to the\nlast the establishment of the Membership Division, which with the Business\nDivision is responsible for getting the income to meet the expenses of these\nimportant service divisions. In March, it became evident to all that the\nnew division was essential to the continued growth and prosperity of the\n\nAssociation. It was created too late to affect materially this year's income, yet in time to make adequate preparation for next year. Had the\nnew division been in operation during the present year a much better financial report would have been possible. But the Association has more than\nmade ends meet for the year. It was out of debt June 1. It now has\nthe machinery ready for results in 1925-26.\nThe Executive Committee could not have made ends meet, however,\nhad it held strictly to the budget allowances, not at least without doing\naway with service divisions created by the Directors and Representative\nAssembly, or else by decreasing the size of THE JOURNAL. It is questionable whether the Committee has the authority except in emergencies to do\naway with lines of service established by the Representative Assembly, and\nit is well known that the membership is proud of THE JOURNAL and would\nregret to see it reduced in size or quality. How much better to meet the\n\nemergency, as has been done, by increasing revenues. The Executive Com\n\n"}
{"page": 1090, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1029\n\nmittee held expenditures down to the minimum and yet it kept faith with\nthe Representative Assembly.\nRetain service divisions and 64- page Journal-In view of the possibility\nof increased income through the Membership and Business Divisions, the\nrecommendation is made to appropriate funds for continuing the work of\npresent service divisions allowing for a fair degree of development-andto continue to publish THE JOURNAL on the sixty-four page basis provided the members of the Executive Committee, members of the Board of\nDirectors, secretaries of State associations, and delegates of the Representative Assembly give their enthusiastic approval of the plan. This\nmeans heavier expenses than for the past year. There is no doubt that\nwe can more than make ends meet again next year following this plan, if\nall take the optimistic view. Based on a personal knowledge of all conditions and considerations, I do not hesitate to make this as an unqualified\nrecommendation .\n\nDo not count on more extensive economics in the divisions, for the sav-\n\nings have already reached the point of interfering with efficiency. Do not\ncount on the clerks increasing their output, for the pressure has been so\ngreat the past year that many have worked overhard. The unusual amount\nof sickness during the past few months may have been due in part to the\nnervous strain caused by the feeling of responsibility and by hard work on\nthe part of these faithful and loyal girls. Heads of divisions show the\nresults of the strain also. Permit me to explain, however, that not one\nof these complains of the load.\nthan his part.\n\nEach one has been anxious to do more\n\nBudget on historical basis-The system of accounts was revised in 1923\nand under its provisions a new type of budget was started last year. There\nwas no historical basis in 1924 for this budget except the one annual report.\n\nThere will be a historical basis this year, item by item covering the expenditures of 1923-24 and 1924-25. It will be possible hereafter to\nmake a safer and more workable budget. The arrangements last year\nworked out remarkably well considering that it was the first attempt to\nput the Association's finances on a more complete budget basis, which past\npresidents-Dr. Owen and Miss Jones-looked forward to and arranged\nfor and which President Newlon seeks to improve and establish.\nThe salaries of members of the headquarters staff are low considering\n\nthe high cost of living in Washington. Salary increases of ten to twentyfive per cent should be made during the present year if possible. The\nsuperintendent, college professor, or other educator properly increases his\nannual income by accepting honorariums for addresses. This opportunity\nis not open to the staff. All honorariums received by them are turned\nover to the Association.\n\nOver two thousand dollars of the income for\n\nthe past year was from this source.\nChild labor-At the Washington meeting the Association passed on a\nresolution requesting the membership to work for the ratification of the\nChild Labor Amendment. A committee of One Thousand on Child Labor\n\n"}
{"page": 1091, "printed_page": null, "text": "1030\n\nNATIONAL EDUCATION ASSOCIATION\n\nwas appointed to coöperate with other agencies in getting adequate information into the hands of members of legislatures in the various States. It\nwas soon found that other forces favoring the ratification of the Amendment were like our own Association, neither adequately organized nor\n\nsufficiently financed for an effective campaign. The manufacturing organizations opposing the Amendment were thoroughly organized and had\nhuge sums at their disposal. Those fighting Prohibition joined hands with\nopposing organizations. The psychology of the situation was favorable\n\nto the opposition. The pendulum had swung far to their side. The funds\nwere in their hands. They had skill and efficiency in organization. They\nwon temporarily.\n\nThe victory is not final. This type of question is only settled when\nsettled right. The pendulum will soon swing back to normal. Every\nState legislature will need to face the question again at the next session\nand the next until settled in the interest of childhood.\n\nThe States can\n\nhardly put up permanently with the injury to child growth and child health\ncaused by shop and factory practices and conditions in many centers of\npopulation. President Sims, of Wisconsin, chairman of the Committee\nof One Thousand on Child Labor, with the help of coöperating organizations, won an easy battle for the Amendment in his own State where he\nappeared personally before the Senate and Assembly. With this help he\ncould have won in other States had he been provided with funds for perfecting the organization and for getting the actual facts before members\nof the legislature. The committee very properly desires to continue the\nfight. President Sims believes in the ultimate triumph of right.\nStudy of department benefits all-The Department of Superintendence\nhas conducted a study on the curriculum at a cost of several thousand\ndollars to the Department. The results of this study in these days of allinclusive participation in school policies and school organization mean as\nmuch to principals and teachers as to superintendents. While we say that\nthe Department finances its own activities, it will be observed that it\nfinances activities of equal importance to other divisions of the profession.\nCoöperation of colleges and universities-A few years ago the charge\nwas often made that universities and colleges were not in sympathy with\nthe purposes and policies of the National Education Association. This\ncriticism is no longer made, for it is easily seen that college presidents and\nprofessors are among the most active workers on committees and in other\ncapacities in the Association. Leading universities and colleges have requested the Association to make its research division a clearing-house for\nimportant lines of research work for the colleges throughout the country.\nClearing-house for higher research work-The following was presented\n\nto the Executive Committee by Dr. Gray, of the University of Chicago,\nat the Cincinnati meeting, signed by more than four hundred leaders in\nresearch representing every State in the Union :\n\ni\n\n"}
{"page": 1092, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1031\n\nScientific investigations and reports concerning various problems in the field of\neducation have multiplied so rapidly during recent years that it is very difficult\nfor school officers, as well as research workers, to secure information concerning\nmany of them after they have been published. It is highly desirable that some\nagency of National scope should undertake the task of preparing and making\navailable classified lists of such studies.\n\nThe following members of the Phi Delta Kappa fraternity respectfully request\nthe Executive Committee of the National Education Association to establish an\n\nagency for systematically collecting and distributing such information. By so\ndoing great economies can be effected, a genuine service rendered to school officers ,\nand needed assistance provided for research workers.\n\nIt will add to expenditures in the research division to comply with this\nrequest. The question is not so much as to whether we can afford financially to undertake the work as to whether we can afford not to undertake it.\n\nTeacher tenure-The profession is at last awake to the need of teacher\ntenure regulations in cities and States. The recent outstanding reports of\nthe Committee of One Hundred on Teacher Tenure Problems have been\n\ndistributed widely, and have resulted in better tenure regulations in a number of places and in a much better informed profession on the problem\nthroughout the Nation. The Association has been fully recognized as the\nmain force behind the movement for teacher tenure in the public schools .\nTenure for all-Until recently the Association has left the matter of\n\ntenure in colleges largely to associations of universities and colleges, but on\nthe dismissal of President Lindley, of the University of Kansas, for strictly\npolitical reasons, President Newlon considering that the Association stands\nfor tenure for teachers, superintendents, professors, and presidents alike,\nurged an immediate investigation by the State Teachers Association of\nKansas which is an affiliated unit of the National Education Association .\n\nBefore the investigation had gained full headway, President Lindley had\nbeen reinstated in his position. The message of President Newlon doubtless had great weight in forcing a reversal of judgment in this case. Many\nletters of commendation have been received from organizations in Kansas\nand from colleges and universities in other States.\n\nThis has been taken\n\nas further evidence of the Association's readiness to defend the profession\nand of its influence and power with the public on educational questions\nand policies.\n\nDelegates to World Conference-The following is taken from the minutes of the Cincinnati meeting of the Executive Committee :\nAfter discussing the question of credentials for delegates to the World Federation of National Education Associations at Edinburgh, Scotland, in July, and after\nexpressing interest and pride in the new organization, the following motion was\nmade by Miss Jones, seconded by Mr. Siders and carried by a unanimous vote\nof the Executive Committee: The President of the Association is hereby au-\n\nthorized ( 1 ) To appoint three classes of delegates; delegates with full participating and voting rights in the conferences and in the Delegate Assembly ; alternate delegates with such participating and voting rights as are granted by the\n\nDelegate Assembly of the World Federation; and participating representatives\n\n"}
{"page": 1093, "printed_page": null, "text": "1032\n\nNATIONAL EDUCATION ASSOCIATION\n\nwith the right to participate in the work of group conferences, and to such rights\n\nand privileges in the Delegate Assembly as may be accorded to participating\nrepresentatives of affiliated national education associations. (2) To appoint a\nchairman of the delegation and to acquaint him with the action taken by the\n\nExecutive Committee at the Chicago meeting in 1924, and to call his particular\nattention to the points of relationship which the National Education Association\nbelieves should exist between national education associations and the World Fed-\n\neration.\n\n( 3 ) To have the credentials printed on a good quality of paper and in\n\ndignified, attractive form to be signed by the President and Secretary of the Association. (4) To instruct the delegates, alternate delegates and participating\nrepresentatives to discuss with the delegates from other associations the importance of restricting the voting privileges in group meetings and in the Delegate\nAssembly to those who hold credentials from the affiliated associations composing\nthe World Federation.\n\nThis Association called the World Conference which resulted in the\n\nworld association is yet to be put on a definite basis. It has had less\nevident that they could be construed to admit to membership other than\nthe all-inclusive national association in each country and that scores of\nradical and undesirable organizations as well as a few desirable organizations wanted admission. Hence before paying a membership fee of $1000\nthe Executive Committee held a conference with the officers of the World\n\nFederation and came to a definite understanding with them to the effect\nthat the officers would construe the by-laws to mean that only one nationwide association could be accepted to membership in the World Federation\nfor any nation.\n\nResponsibility of Association-It would be a source of strength to the\ndelegates of the United States working for the ideals which the Executive\nCommittee has in mind to receive definite instruction on vital points from\nthe Representative Assembly itself. It must be remembered that this\n\nworld association is yet to be put on a definite basis. It has had less\nattention in other countries than in our own. Delegations from other\n\ncountries do not yet come through the one channel of the national association as in this country.\n\nThere is much important work to be done. A\n\nresponsibility rests on the Association as well as on the delegates who have\nbeen appointed. The question is one of great importance.\nMembers of the staff have written excellent statements setting forth\n\nthe aims and ideals of the Association. It was left, however, to an assistant in the staff to write the best statement yet in print about the Association.\n\nIt is as follows :\n\nThe N. E. A. is the voice of American educators . It broadcasts the educational\nideals of the country. It keynotes the aspirations of thinking people. It gives\ndirection to the aims of education. It brings to the spotlight worthy school activities. It helps to organize unorganized units. It serves as a clearing-house for\nlocal and State associations.\n\nIt advocates better salaries for better teachers.\n\nIt\n\ndefends the good name of the teacher. It works for the youth of America. It is\nthe power plant of the public school.\n\nLife memberships-The distinguished list of life members in the Association has grown during 1924-25. Many teachers' organizations feel\n\n"}
{"page": 1094, "printed_page": null, "text": "1033\n\nTHE SECRETARY'S REPORT\n\nthat they can do no greater honor to an outstanding teacher, principal,\nor superintendent than to present him with a life membership in his own\nprofessional organization. This has been done in a number of instances .\nOlder members are taking out life memberships to advance the interests\n\nof the profession. Younger members take them out for the additional\nreason that it pays and is more convenient than paying dues annually. We\nbelieve that by another year our list of life members will be much larger.\n\nThe Association's service will grow in proportion to its membership.\n\nThe\n\nlife member has the satisfaction of knowing that he has contributed to the\n\neducational progress through ages to come. The amount received from\nthese memberships adds to the permanent fund of the Association and so\nis kept in perpetuity.\n\nThe teaching profession has but recently come into its own. But now\nthat it is generally recognized as a profession and since it feels the professional impulse itself, it will rise rapidly until it has the recognition and\ninfluence of other professions. The National Education Association stands\ntoday as the greatest educational body in the world. A life membership\ncard not only serves as a credential, but is the highest type of credential\nthat can be carried by members of the profession.\nHeadquarters efficiency-For a better understanding of the work of the\nAssociation read the reports of each of the directors of divisions. Note\nthe account of the work of the past year, the policies and plans for the\ncoming year, and the recommendations which are submitted for the consideration of officers and delegates. The tremendous amount of work in\n1924-25 is not only due to well-qualified, faithful, and efficient workers\nbut to a loyal coöperative spirit found in few offices in the country. You\nmay well be proud of this headquarters staff.\n\nIt is not at all surprising\n\nthat a noted expert on efficiency picks out our organization as one of the\nbest examples of well-balanced efficiency in the United States.\nThe vision-The unparalleled development of the science of surgery\nbegan a few years ago with the vision of two brothers in an out-of-the-way\nplace, who are still the leaders in the greater progress being made year by\nyear, who are now only two of thousands of surgeons who have caught the\ninspiration and vision for the future of their profession.\n\nHow few among\n\nthe educators in 1915 had the vision of an organized all-inclusive teaching\nprofession in the United States. The membership has doubled the fourth\ntime since that date.\n\nThe service which the Association renders to the\n\nprofession and the schools has increased proportionately.\nProsperity during next decade-The few thousand who could see the\nopportunity of the Association for the immediate future has swelled to\ntwenty times what it was then. These larger numbers who have the\nperspective of a much larger and more serviceable National association\nwith the momentum from the progress of the past decade means unprecedented prosperity during the years to come-provided that officers and\ndelegates continue unselfishly to meet the responsibility of their positions.\n\n"}
{"page": 1095, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1034\n\nREPORT OF THE BUSINESS DIVISION\nHAROLD A. ALLAN, DIRECTOR\n\nThe following report summarizes the work of the Business Division\nfor the year ended June 30, 1925 :\nThe activities of the Business Division may be divided as follows : ( 1)\nHeadquarters business, including : (a) purchasing, (b) approval, distribution and analysis of accounts, ( c) employment, (d) general typing and\nclerical service, (e) shipping and mailing. ( 2) Business incident to printing and publications, including multigraph and addressograph service.\n(3) Property. (4) Journal advertising. (5) Conventions, including :\n(a) organization, (b) business details, (c) commercial exhibits.\nHEADQUARTERS BUSINESS\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\nmaterial are charged against the division or activity to which they are\nissued. A complete stock record system is maintained.\nApproval, distribution, and analysis of accounts-Bills rendered to the\nAssociation are examined and approved in the Business Division. All expense is distributed under the several appropriation heads. Such analyses\nand statements as will assist in a more intimate knowledge of the finances\nof the Association are prepared from time to time.\nMarked improvements have been made in the general form of bills as\nrendered. It is recommended, however, that the purposes for which funds\nare appropriated for committees and departments be more clearly defined\nand that bills for committee and department expenses be rendered in\ngreater detail.\n\nEmployment-There is close coördination of the activities of the headquarters divisions.\n\nEach division has a permanent staff to carry on its\n\nnormal work. Temporary employees are assigned as demands arise.\nMethods of placement and assignment are such that extra loads in any\nactivity are carried without a proportionate increase in the number of employees of the Association. The permanent staff includes forty persons ;\nthe number of temporary employees has varied from a minimum of twelve\nto a maximum of forty-eight for any one week.\nGeneral typing and clerical service-A system of requisition and work\norder has been installed to cover service given in the typing section.\nCharges for such service have been properly distributed. The same situation holds in the matter of service rendered in the multigraph and addressograph sections .\n\nShipping and mailing-Improvement of facilities has made this section\nmore effective. An increased output of publications has largely added to\nthe work in this section.\n\n"}
{"page": 1096, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1035\n\nPRINTING\n\nEstimates and bids are obtained for publications of the Association. On\nlarger projects such as the Journal, Research Bulletins, and the Annual\n\nProceedings, formal contracts are made. Printing costs compare favorably\nwith those of preceding years when consideration is given to the amounts\ninvolved. The printing cost of the 1924 volume was $1,227.07 less than\nthat for 1923 and $5,254.42 less than that for 1922.\nSmaller forms, envelopes, letter heads, and circular letters are printed\nin the multigraph section.\nPROPERTY\n\nThe property of the Association is in excellent condition. Recommendations covering minor repairs and upkeep will be presented to the\nBoard of Trustees. When, in the opinion of the Board of Trustees, financial conditions permit, it is advisable that the steam heating system be\nextended to the entire plant.\nADVERTISING\n\nThe problem of advertising is most important. The director of the\nBusiness Division has consistently endeavored to give it his best thought\nand maximum effort. The employment of an assistant who assumes responsibility for all details and who will assume added responsibility in\n\ngiving direct assistance in the development of new business has greatly increased the effectiveness of the division. Advertising income for 1924-25\nwas $60,774.57; for 1923-24 it was $53,208.60.\nRecommendation is made that authority be given to eliminate the September issue of the Journal rather than to combine the September-October\nissues as was done in 1924 .\nCONVENTIONS\n\nOrganization and business details-The preliminaries of convention or-\n\nganization are entrusted to the Business Division. Assistance is given in\npreparations for local committee organization, in arranging meeting places ,\nexhibits, State headquarters, registration, housing and printing and responsibility is assumed for many business details .\nCommercial exhibits-Especially successful commercial exhibits were\n\nheld in Washington and Cincinnati. The exhibit income for 1924-25\namounted to $20,298.44\nCONCLUSION\n\nThe faithful work of all assistants in the Business Division has resulted\n\nin economies of expenditures and increased income. Expenditures for\ncarrying on the administrative work and service of the Division have been\n$1,698.51 less than those for the same purpose in the preceding year. Income within the year from the larger revenue producing activities of the\n\n"}
{"page": 1097, "printed_page": null, "text": "1036\n\nNATIONAL EDUCATION ASSOCIATION\n\nDivision, advertising and exhibits, has increased $ 13,531.48 over that of\nthe year preceding.\n\nThe greatly increased amount of receipts and substantial decrease in\nexpenditures over last year for the Association as a whole, is direct evidence of the efforts and coöperation of all officers and staff members to\nrender more efficient service at a lesser cost.\n\nREPORT OF THE DIVISION OF RECORDS AND ACCOUNTS\nHELEN T. HIXSON, DIRECTOR\n\nThe following report summarizes the activities and growth of the Division of Records and Accounts, for the year ended June 30, 1925 : The\nfinancial status of the Association is presented in the treasurer's report,\nwhich gives the income received from various sources and the expenditures\nfor the year. The treasurer's report is ready for distribution to members of the Association at the Indianapolis meeting. We have felt a special\npride and satisfaction in compiling this report. It shows a decided improvement in the financial standing of the Association as compared with\nlast year, when our balance appeared on the debit side of our ledger. This\nyear we have been able not only to wipe out our deficit, but to start the\nnew year with a substantial balance.\nACCOUNTS- CLASSIFICATION\n\nThis is the first complete year of handling the finances of the Association\n\nthrough our newly installed system, and we find that it has operated with\neven greater ease than last year, when we were changing from the old\nsystem to the new. We believe that the heads of the various divisions ,\nas well as committees and other functions, feel a general satisfaction in\nthe system which enables them to keep familiar with their expenses and\nto keep a check on their budget. The system is elastic, new accounts are\nbeing set up from time to time as the business demands, and old accounts\nare discontinued without affecting the smooth operation of the system. At\nthe close of each month a trial balance and financial statement is prepared which gives the monthly distribution of income and expenses. Copies\nof these statements are placed in the hands of the heads of divisions and\nmailed out to all of the officers of the Association, so that they are at all\ntimes fully informed as to our income and operating costs.\nBUDGET\n\nThis is the trial year of our budget system, which was set up by a budget\n\ncommittee appointed by the President, Miss Jones, last year. Although\nall of the divisions and functions of the Association were not able to keep\n\nentirely within the budget set for them, owing to the close pruning by the\nbudget committee to reduce our deficit and the increased growth and\ndemands put upon us, yet we feel that we have made a satisfactory showing\n\n"}
{"page": 1098, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1037\n\nfor the first year, and the budget committee for the ensuing year will have\nsomething more tangible on which to base its work.\nREVOLVING FUND\n\nWhat is meant by a Revolving Fund? This question is often asked us\nby our members. This fund is represented on our books by what is known\n\nas our Special Account. It is a sum of $15,000 set aside from the regular\nfunds of the Association to be used in caring for the salaries of the head-\n\nquarters staff and to enable us to meet local obligations promptly, without\nwaiting for the approval of the auditing committee, thus maintaining a\ngood credit with our local dealers on whom we must depend for immediate\nsupplies. These expenses are distributed at the end of each month through\nour home office expense bill, and checks to reimburse the account are then\ndrawn from the regular funds. The Regular Accounts represent the\nactual cash receipts of the Association as shown on the daily cash record,\nincluding funds received from all sources.\nAUDIT\n\nAt the close of each year the accounts and records of the Association are\n\ncompletely audited by a responsible auditing firm, designated by the President, and a report is submitted to the Executive Committee, with recommendations. During the recent audit of the accounts by Messrs. Peat,\nMarwick, Mitchell & Co., of New York, favorable comment was made\nupon our system, and especially upon the triplicate check that we have\nin handling our membership dues, which come to us in numerous small\nchecks and time checks. The time-check system, used by many of our\nmembers, was instituted this year as an experiment. It has worked well,\nenabling members to indicate their desire to continue membership and receive the Journal, their dues to be paid at a later date. One problem confronted us-some of the checks when presented for payment were returned\nwith the notation \"insufficient funds,\" showing that the member had overlooked providing for the payment of the check when it was due. This ,\nof course, necessitated considerable correspondence, and in some instances\nwe were obliged to charge the checks back and cancel the memberships ,\nbut these difficulties will no doubt be eliminated as our members become\n\nmore familiar with this method of payment.\nMEMBERSHIP\n\nMembership records show that during the past year we have had a steady,\nif perhaps a slower, climb toward our goal, \"A stabilized and all-inclusive\nmembership. \" Our increase in actual cash memberships over last year\nshows a net gain of 18,000 members during the fiscal year. This has, of\ncourse, greatly increased the work of this department in preparing and\nfiling the membership cards and addressing plates, and yet this increased\nwork has all been handled at an expense of less than $1000 to the Association. This indicates that the work has been handled most efficiently by\n\n"}
{"page": 1099, "printed_page": null, "text": "1038\n\nNATIONAL EDUCATION ASSOCIATION\n\nthose who are responsible. They have all given untiringly of their time\nand energy in order that there might be no unnecessary delay in sending out\nthe Journal and other material to our members. In order to keep our\nrecords as clear as possible we have sent out many letters daily asking for\nchanges of address, verification of names, etc. With the cooperation of\nthe postal authorities we have been able to make 13,427 corrections. In\naddition to this we have received direct from members 2145 requests for\n\nchange of address, 2540 requests to be dropped, and 1074 letters have\nbeen returned to us as \"undeliverable.\"\nCOLLECTION OF MEMBERSHIP DUES\n\nThe budget system of handling the dues through the State secretaries,\naffiliated organizations, and one hundred per cent schools, is aiding us\nmaterially in the collection of dues by reducing the cost of collection. This\nyear we had a net saving of $3700. During the fall months we took in\n20,000 more memberships than during the same period last year. These\nmonths were the heaviest of the year, which indicates that our members\nare coöperating with us in trying to get their dues in before November 1.\nThis is a great help in that it enables us to clear up our records early in\nthe year and insures to the member the prompt receipt of the Journal.\nADDRESSOGRAPH PLATES AND RECORDS\n\nThe addressograph section, which functions primarily under the direction of the Membership Division, has always been connected with or classi-\n\nfied under the Division of Business. This section, we believe, should now\nbe transferred to the new Division of Membership and Records, since the\ngreater part of the work in this section is so closely related to, and in fact\na part of, the membership records. The work in this section during the\n\nyear has been handled with increased speed and accuracy, and without additional expense to the Association.\nDELEGATE\n\nEXPENSES\n\nIn June, 1924, arrangements were made through our local bank to\nborrow $10,000 as a special fund to take care of a certain percentage of\n\nthe traveling expenses of delegates to the Washington meeting, in accord\nwith action taken by the Representative Assembly the previous year. The\nproportionate amount to be paid each delegate from the various sections of\nthe country had been previously arrived at, and we gave out checks to 512\n\ndelegates, totaling $9531 . The unused balance of this special fund,\namounting to $469, was then transferred to the regular funds of the Association.\n\nThis year we shall take care of the delegates' expenses in the same manner, and we anticipate that the machinery set up to care for this need will\noperate more smoothly than it did last year.\n\n"}
{"page": 1100, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1039\n\nFUTURE DEVELOPMENT\n\nOwing to the increase in the membership of the Association, the officers\nhave deemed it advisable to create a new department which will hereafter\nbe known as the Division of Membership and Records, whereas the finances\nof the Association will have a distinct and separate classification as the\nDivision of Accounts. This is now highly commendable in view of the\nincreased volume of work due to the growth of the Association, and of the\nfact that the membership records need constant supervision. Mr. T. D.\nMartin will have charge of the Membership Division. He is now\nformulating his plans for the new year. We anticipate that this new\ndivision will not only be most ably handled, but that it will result in a\n\nlarge increase in the membership. The Division of Accounts will continue\nto operate along the lines recently set up by our expert committee, with\noccasional revisions as to the general operation as the growth of the Association may demand.\nCONCLUSION\n\nThere is nothing that paves the way for the successful carrying on of\nan institution or business as thorough confidence and coöperation. With\nthis in view we have endeavored to establish a cordial relationship with\nour members. We need their coöperation and whole-hearted support,\nwhich will assist us in building not only a greater institution but a sound\nand enduring one. We receive thousands of appreciative letters. We\nrealize that with a membership of more than 140,000 not all can be letters\nof encouragement and commendation. It shall be our aim, however, at all\ntimes to render efficient service, and we believe that the coming year will\nprove to be most gratifying to our officers and members, as well as to ourselves .\n\nREPORT OF THE DIVISION OF PUBLICATIONS\nJOY ELMER MORGAN, DIRECTOR\n\nThe service of the Division of Publications for the year ended June 30,\n1925, is summarized herein under the following heads : ( 1 ) The Journal;\n(2) The Proceedings, and other publications ; (3) publicity ; and (4)\nsummary .\nTHE\n\nJOURNAL\n\nRicher content-Each year the Journal is planned more carefully in\nadvance and the plans are submitted to more people for suggestions. The\njudgment of an increasing number of persons is sought on manuscripts\nconsidered for publication. This gives greater certainty of judgment\nand helps to protect the magazine from manuscripts which are uninteresting\n\nor below standard. It is at this point that greater improvement can be\nmade as additional funds are available and a larger staff becomes possible.\n\n"}
{"page": 1101, "printed_page": null, "text": "1040\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe tentative plans for 1925-26 have been reviewed by members of the\nEditorial- Council and other educational workers. Enough material is in\nhand to insure a better Journal than we have had during the present year.\nUse of the Journal in teacher-training institutions-An effort is being\nmade to connect the Journal as closely as possible with teacher-training\ninstitutions, which are largely the source of new ideas in education and\nwhich supply each year the new recruits for the ranks of the profession.\nThe editor visited a number of teacher-training institutions last year and\nhopes to visit more during 1925-26. Several schools are now using the\nJournal as a textbook in senior classes.\n\nOne professor of education writes :\n\n\"I am planning to ask our senior teaching group of some thirty or forty\nstudents next year to subscribe to the Journal instead of buying a single\ntextbook on teaching. Examinations of the Journal for the past six\nmonths make me feel certain that teachers who read it will get more actual\n\ninformation about teaching than by buying a single textbook, and they will\nalso begin earlier than they otherwise would a professional connection with\nthe National Education Association.\"\n\nNine issues annually-The September and October numbers for 1924\nwere combined, giving nine issues, each composed of sixty-four pages and\ncover.\nThe plan was adopted because of the difficulty of getting new addresses of members in the fall in time for distribution of the September\nnumber during the last week in August. This arrangement should be\nmade permanent, the first fall number to be called the October issue.\n\nProceedings and other publications-In the Proceedings for 1924 (pages\n1041-1060 ) is a list of the publications of the National Education Association since its beginning in 1857. It is an impressive record of educational\nthought, growing from the eight-page leaflet that recorded the proceedings\nof the first meeting in 1857, to an annual volume of more than a thousand\n\npages, to which are now added the Journal and the publications of the\nstronger departments. Students of education everywhere recognize the\nAssociation's literature as an unrivalled source of information and inspiration. Teachers in training institutions refer to it constantly and advise\ntheir students to become members of the Association .\n\nThe Proceedings is now on a budget basis, space being assigned to general sessions, committee reports, and the meetings of the various departments, in an effort to keep the volume within eleven hundred pages. This\nplanhas led to a more careful selection of material.\nA special feature of the Proceedings for 1924 is the brief historical note\nwhich has been inserted before the proceedings of each department, giving\na record of its establishment and growth. It is planned to continue and\ndevelop this feature and to make the Proceedings an annual record of the\norganic growth of the Association and its departments.\nIn addition to the Proceedings and the Journal, the regular publications\nof the Association are now the Research Bulletin; the quarterly bulletin\nof the Department of Elementary School Principals, including a Yearbook\n\nas the July number; the Yearbook and Official Report of the Department\n\n1\n\n"}
{"page": 1102, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1041\n\nof Superintendence; and reports of other departments and committees.\nThe Association has also published during the year material on the Education Bill, the proposed Child Labor Amendment to the Constitution, and\na bound volume on William T. Harris : His Educational and Related\n\nPhilosophical Views : giving a total printed output for the year of 1,766,800\npieces of literature with a grand total of more than 108,000,000 pages.\nPUBLICITY\n\nTo arouse interest in education among editors of newspapers and magazines and influential citizens is the central aim of the Association's publicity. Its contacts include educational journals, daily newspapers, press\nassociations, feature writers, magazine editors, women's magazines, the\nreligious press, agricultural press, business magazines, foreign periodicals,\npublic men, and the journals of organized labor. Material designed to\nencourage newspapers and local school officers in their efforts to give publicity to education has been published in the Journal during the year.\nSpecial publicity has been built around the Association's one hundred\nper cent schools, emphasis being placed on the fact that the teachers are\ngrowing more professional and on the Association's program of service.\nRadio broadcasting has come directly into use in the Association's meetings. Some of the evening meetings at Cincinnati were broadcast and the\nevening meetings will be broadcast regularly from Indianapolis by Station WFBM.\nSUMMARY\n\nThe position of the Association as the largest publisher in the world\non the problems of the teaching profession entails a corresponding responsibility. The Association is growing remarkably in numbers and in\ninfluence. It has the support of the best trained and most experienced\nteachers. The public has faith in its work and its leadership. References\nto its publications run like a golden thread through the educational literature of the world. The Proceedings are evidence of its glorious past and\nof the growing richness of its annual conventions. Its Research Bulletins\nare accepted as models of facts clearly interpreted and forcefully presented.\nIts departmental bulletins and yearbooks are rich mines of material in the\nspecial fields they represent. The Journal, dedicated to the elevation of\nthe profession as a whole and to the improvement of the Nation's entire\nscheme of education, stands at the base of the Association's publications\nand work-supporting, interpreting, uniting, calling to every member of\nthe great professional army to share his bit of interest and influence with\nhis fellows throughout the Nation, to the end that \"earth's noblest profession\" may contribute its share toward the security and advancement of\nhumankind.\n\n"}
{"page": 1103, "printed_page": null, "text": "1042\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF THE RESEARCH DIVISION\nJOHN K. NORTON, DIRECTOR\n\nThe Research Division was established three years ago last February.\nThe division early recognized that it would have to formulate carefully\na limited number of objectives and pursue them with efficiency if its work\nwas to exercise any appreciable influence in the educational program of\ntheAssociation and the Nation. Below are listed the division's objectives\nalong with illustrations of work performed toward their attainment.\nOBJECTIVES AND ACCOMPLISHMENTS OF THE RESEARCH DIVISION\n\n1. Conduct studies of vital and current interest to the teaching profession-The Division of Research was created by the National Education\nAssociation to provide an agency to assemble data bearing upon outstanding problems of current interest to the profession with sufficient promptness\nto influence decisions upon these problems. To fulfill this purpose is our\nprincipal objective. Upon the success with which the division anticipates\nthe problems peculiar to the teaching profession and furnishes a solid\nfoundation of exact information upon which the profession may shape its\nprogram in solving these problems will rest its best claim for continuance\nand expansion.\n\nThe 1924-1925 salary study is the type of investigation which fulfills\nthis objective. At the beginning of the year the economic situation was\nsuch that the march toward professional salary schedules, halted by the\n\n1921 depression, could be resumed. Many cities were planning revision\nof their salary schedules. No committee of the Association had been made\n\nresponsible for a study in this field. The division, therefore, collected\nthe necessary information. These facts concerning the 1924-1925 salary\nstudy should be noted:\n\n(1) For the first time comprehensive salary information was made\navailable in the same school year in which the data were assembled. Tabulations were ready for distribution in March and played an important\npart in many salary campaigns.\n\n(2) The study was the most comprehensive yet made in this field. A\ntotal of 1449 cities furnished complete data for all types of school employees. The January-March Research Bulletin, Public School Salaries\nin 1924-1925, summarized salary data for 521,395 school employees.\n(3) Data for individual cities were also made available. Special sheets\n\nwere prepared giving distributions of salaries paid, and the maximum,\nminimum, and medium salary for each class of school employees. The\nnominal cost of reproducing these tables by a photostatic process was met\nby 103 cities, which used them in salary campaigns.\nThe fact that the accuracy of these salary tabulations has not been\n\nquestioned in a single instance, although they listed approximately five out\nof every seven employees now serving in public school systems, indicates\nefficiency and devotion on the part of the division's small clerical staff.\n\nThis study represents a type of independent investigation to which the\n\n"}
{"page": 1104, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1043\n\ndivision should devote much of its energy. It should be constantly on\nthe alert to provide data necessary to the intelligent solution of problems\nof peculiar significance to the teaching profession.\n2. Serve the committees of the National Education Association-The\n\nappointment of a committee by the Association usually indicates the existence of an unsolved professional problem of major importance. The\ndivision may well devote a part of its energy to serving under the leadership of the Association's committees.\n\nThe division should relieve com-\n\nmittees of the routine of assembling and tabulating data, leaving them free\nto plan their investigations, to interpret data, and to state the larger prin-\n\nciples upon which professional progress should be based.\nThe reports of the Committee on Tenure, the Committee on Teacher\nRetirement Allowances, and the Committee on Educational Nomenclature\nare cited as illustrative of the results of coöperation between the Association's committees and the Research Division .\n\n3. Serve the Association's departments-The division has adopted as\none of its policies the assisting of the departments of the Association, particularly in the assembling of facts pertinent to the solution of their problems.\n\nWork has been performed for the Department of Elementary School\nPrincipals and for the Department of Classroom Teachers. The division has also played a considerable part in developing the curriculum re-\n\nsearch program of the Department of Superintendence. In July, 1924,\nthe Commission on the Curriculum decided that the most needed service\n\nin its field was the collection and analysis of outstanding research studies in\neach of the subjects of the elementary school curriculum. The work of\ncarrying out this project was delegated to the Research Division. The\nresults were printed in the Third Yearbook of the Department of Superintendence, Research in Constructing the Elementary School Curriculum .\nThe Department of Superintendence furnished substantial financial support for this special work. Two full-time clerical assistants, paid directly\nfrom the funds of this Department, were provided for the Division of\nResearch .\n\nThe division should continue to render assistance to the departments\nin the development of their research programs. When unusually large\nprograms of investigation are requested of the division, the cost should\nbe directly financed from the funds of the department concerned.\n4. Supply special material needed by the Association's headquarters\nstaff-One of the division's finest opportunities for effective service to\nthe profession is in assisting other divisions of the headquarters staff in\nthe advancement of the programs for which they are responsible. Accordingly, the division is organized, and many of its investigations are\nundertaken with the needs of other headquarters divisions in mind.\nDuring the past year, twenty-seven pages have appeared in the Journal\n\nthat were prepared by the Research Division at the suggestion of the\nDirector of Publications. A special investigation has been completed and\n\n"}
{"page": 1105, "printed_page": null, "text": "1044\n\nNATIONAL EDUCATION ASSOCIATION\n\nwill shortly be published which assembles facts previously unavailable,\nbearing upon the question of the proper relationship of the Federal Government to education. This investigation was encouraged by the Chairman of the Legislative Commission and the Legislative Secretary. Its\nresults should play a significant part in the advancement of the Association's legislative program.\nThe division should continue as one of its policies the study of the programs of other headquarters divisions so that investigations needed in\nadvancing these programs may be completed at opportune times.\n5. Act as a general service agency to State and local teachers organizations and to individual members of the Association-Several thousand\nletters are answered each year which request information on many subjects of professional interest. The results of this service are of value in\nadvancing the cause of education and in retaining the good-will of the\nAssociation's members. This service should be continued, but it should\nbe so organized that it may be rendered effectively without seriously interfering with the fundamental work assigned to the division.\nA plan has been devised in coöperation with the Department of Superintendence whereby individual school systems meet the expense of special\ninvestigations undertaken at their request. Sixty-one cities have subscribed to this Educational Research Service. The development of this\n\nplan will make possible an effective information service without absorbing too large a part of the resources supplied the division by the Association.\nTHE RESEARCH BULLETIN\n\nThe following table gives facts concerning Research Bulletins issued\nduring the past year :\nNumber\n\nNumber\n\npages\n\nprinted\n\n48\n\n7,000\n9,000'\n\nFacts on the Public School Curriculum, Vol. I, No. 5\n\nTeachers' Retirement Allowances, Vol. II, No. 3\n\n.\n\n32\n\nFacts on the Public School for American Education Week, Vol.\nII, No. 4 .....\n\nThe Problem of Teacher Tenure, Vol. II, No. 5 ............\nPublic School Salaries in 1924-1925, Vol. III, Nos. 1 and 2 ....\nTotals\n\n40\n\n40\n72\n\n10,000\n8,000\n28,000\n\n232\n\n62,000\n\nThe frequency with which the Research Bulletin is referred to in scientific educational publications, its increasing use by universities and teacher\n\nstudy groups as a textbook, and its wider distribution and sale are encouraging. There is evidence that the Research Bulletin has played its part\nin the educational advance of the past three years. To continue the reg-\n\nular issuance of this publication and to increase constantly the value of its\ncontents, should be one of the principal objectives of the division.\nDoes not include 10,000 reprints purchased and used by Iowa State Teachers Association.\n\n2Does not include 8000 reprints purchased and distributed by the Department of Superin\ntendence.\n\n"}
{"page": 1106, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1045\n\nLOOKING TO THE FUTURE\n\nThe policies of the division outlined above should be continued.\n\nThe\n\nwork of carrying out these policies will offer the best outlet for the major\nportion of the division's energy. Two important independent investigations are planned for next year. One will be in the field of school finance,\nand the other will deal with the status of the teaching profession. Both\nof these investigations will be conducted with the 1926-27 sessions of the\nState legislatures in mind. In that year the legislatures of 44 of the 48\nStates will hold sessions .\n\nThere is need for an improvement of the division's facilities for serving\nthe headquarters staff and the members in the field. Thus far, it has\n\nbeen impossible for the division to employ a properly trained person to\ngive his major attention to the organization of reference files and material.\nThe addition of a worker with library training of the type obtainable for\n$ 1500 or $2000 would greatly strengthen the effectiveness of this work.\nThis worker should study not only the needs of the Research Division but\nthose of all headquarters divisions and should organize reference material\nin such form as to be of greatest service to the whole Association . Provision in next year's budget for such a worker is recommended.\nIt was suggested early in the development of the division that it should\nact as a clearing-house for the results of educational research in certain\nfields of importance to the profession. The work performed in this direction has been limited up to the present. At the Cincinnati convention, a\nproposal was submitted to the Executive Committee of the National Education Association by Dean William S. Gray, of the University of Chicago, which emphasized the need for further attention to the work of coordinating the results of educational research. This proposal is sufficiently\nlimited in its scope, so that the division may well attempt to carry it out.\nTo initiate this work would require and addition to the division's budget\n\nof approximately $2000. It is recommended that such provision be made\nin next year's budget.\nThe above extensions of the research staff are selected from many\ndesirable ones suggested, since they fit into work already being developed\nand represent a move in the direction of perfecting the present organization\nrather than adding new types of work.\nThe time has come for the development of a better organized program\nof research which will involve coöperation between the Division of Research and our affiliated State associations. Many of the State associations are already organized for effective research work. They might all\ngain by greater coöperation in this field. The National Education Association is the logical organization to bring about a mass study and attack\n\nof problems common to all. A plan is being formulated whereby a beginning may be made in attaining this objective.\nACKNOWLEDGMENTS\n\nThe Director of Research has given but a small fraction of his time\n\nto the work of the division during the past year. During the time of his\n\n"}
{"page": 1107, "printed_page": null, "text": "1046\n\nNATIONAL EDUCATION ASSOCIATION\n\nabsence on leave, the division's work has been supervised by Margaret M.\nAlltucker, assistant director. The output of the year is the result of her\nefficient work, in which she has been aided by the loyal coöperation of the\ndivision's clerical staff.\n\nREPORT OF THE DIVISION OF CLASSROOM SERVICE\nAGNES WINN, DIRECTOR\n\nThe activities of the Division of Classroom Service from July 1, 1924,\nto June 30, 1925, may be summarized under the following heads: ( 1 )\nTeachers' organizations, (2) departments and allied organizations, (3 )\ncommittees, ( 4) Journal articles and publicity work, (5) annual meeting, (6) information service and field work.\n\nTeachers' organizations-To keep in touch with local organizations of\nteachers for the purpose of creating a closer relationship between such\norganizations and the National Association is one of the aims of this division. As an aid in doing this, an inquiry was sent early in the fall to\nseventy-five representative organizations asking for definite information\nregarding their activities, membership, and the like. This number will be\nincreased from year to year, but up to this time it has seemed wise to concentrate on a limited number. The replies to the questionnaire furnished\nvaluable information that has proved itself in assisting organizations\nthroughout the field and in preparing a series of articles on the various activities of local organizations. A card file of the officers of these organizations has been kept and a file of names of classroom teachers representative\nof all parts of the country has been compiled. Correspondence has been\ncarried on with the officers, and monthly preprints from the Journal pertaining to organization work have been sent. Material was collected on\nteachers' councils and distributed upon request.\nOne of the growing activities of local organizations is the publication of\na monthly or quarterly bulletin. Copies of these publications are regularly\n\nlooked over and have afforded an excellent way to get information relative\nto the programs, social and professional, of these organizations. Correspondence is carried on with the editors, and Journal reprints and preprints\nare mailed to them monthly. A list of local publications was furnished\nto the editorial staff of each bulletin to be used as an exchange list.\nDepartments and allied organizations-1. Department of Classroom\nTeachers-The director has kept in close touch with the president and\nother officers of this Department. Early in the year its president was\nfurnished a duplicate of the classroom teacher card file and also a portfolio\ngiving lists of officers and other information relative to the Association.\nPrior to the classroom regional conferences held by the members of the\nexecutive committee of the Department, membership material has been\nmailed for use at these meetings. At the request of the President of the\nAssociation reports of regional conferences were collected, placed on file\nat headquarters, and furnished to those desiring this information.\n\nIt was\n\n"}
{"page": 1108, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1047\n\nthe privilege of the director of Classroom Service to attend the regional\nconference held in Baltimore.\n\n2. Department of Kindergarten Education-The detailed clerical\nwork for the research committee of this Department has been one of the\nmajor activities of this division. It consisted of compiling mailing lists,\nsending out letters and questionnnaires, and taking care of the returns, the\ninformation from which was used as the basis of the report \"General Practice in Kindergarten Education in the United States\" . This report, which\nwas published under the supervision of this division, will be available at\nthe meetings of the Department in Indianapolis and also at the July convention of the International Kindergarten Union in Los Angeles.\nOther departments and allied organizations-The interests of ten of\nthe Association's departments and several allied organizations have been\ncared for through this division. This work includes correspondence\nthroughout the year, aid in making convention plans, information service\nto officers, and assistance in solution of special problems.\nCommittees-The poliiy of assigning members of the headquarters\nstaff as consulting members of the Association's committee has been established. It has been my privilege to act in this capacity for seven committees, among which was the Committee of One Hundred on Classroom\nTeachers' Problems. A detailed report was compiled for this committee\nfrom replies to a questionnaire and from letters received in response to the\nJournal page \"Fresh from the Classroom\" . Advice and assistance has\n\nbeen given to the chairman of the Committee on the Revision of the\nN. E. A. Departments. Copies of the Thrift Committee Report covering\nthe Thrift Conference held in Washington last summer were mailed to\nseveral hundred people.\n\nThe Journal and publicity work-The work on the Journal may be\ngrouped under the following heads: (a) A series of articles on the activities of local organizations, (b) A series based on the report of the Committee of One Hundred on Classroom Teachers' Problems, (c) Articles\non the Washington meetings of eight departments, (d) Monthly page,\n\"Problems for Teachers' Meetings.\"\n\nA folder containing a list of publications of the Association was prepared in this office for publication and has proved valuable in complying\nwith many requests. The Booklet of Information that has been used so\n\nwidely in soliciting membership was revised for use this year. Occasionally\nopportunities for publicity service present themselves. For the past three\nyears this division has contributed an article on the Association to the New\nAmerican Annual and for the past two years a similar article has been furnished to The World Almanac. A press release, \"In a Nutshell,\" consisting of brief excerpts from the Journal, was prepared and distributed\neach month. This has been widely used by other educational journals .\n\nAnnual meeting-This division has acted as a clearing-house for the\nprograms of all departments and allied organizations for the summer\nmeeting. Extensive correspondence has been carried on with those having\n\n"}
{"page": 1109, "printed_page": null, "text": "1048\n\nNATIONAL EDUCATION ASSOCIATION\n\ncharge of programs and with the convention manager. The convention\nwork has necessitated close coöperation with other divisions at headquarters .\n\nThe copy for the Official Program was assembled, and a service plan for\nhandling tickets for special breakfasts, luncheons, and dinners during the\nconvention was worked out for the convenience of those in attendance at\nthe annual convention.\n\nInformation service and field work-Requests for almost every type of\ninformation have been answered. Several requests have required the compilation of lists involving considerable time and thought. A number of\n\ntrips into the field have been made to speak before county, city and State\norganizations of teachers on the professional program of the Association.\nIn April, at the request of the Mississippi Education Association's annual\nconvention, I delivered several addresses. These contacts with the field\nare helpful to the members of the headquarters staff, giving them a broader\nand more sympathetic knowledge of State and local educational problems .\nIt is hoped that more of these trips can be made during the coming year.\nSummary-This division is looking forward to larger opportunities for\nservice and accomplishment during the coming years. The primary purpose will be, as before, to assist in every way possible the Department of\nClassroom Teachers, teachers' organizations, and the individual teacher.\nThe director is also planning to work closely with the Division of Records\nand Membership recently established on ways and means of bringing\nbefore the teachers of the country the professional program of the Association. It has been a privilege to work with the men and women of the\nheadquarters staff during this important year of our financial history. The\nbalancing of the budget has given us all new hope and courage, and I am\nsure we will enter upon the year before us with renewed inspiration and\nenthusiasm .\nREPORT OF LEGISLATIVE DIVISION, NATIONAL EDUCATION\nASSOCIATION\n\nCHARL ORMOND WILLIAMS, FIELD SECRETARY\n\nThis report covers the activities of the Legislative Division of the Field\nService in behalf of the two legislative measures which the National Education Association has supported during the past year and suggests further\nactivity in their behalf in order to reach the desired goal at the earliest\npossible date. The information on file in the State Department in Washington, D. C. , April 1, 1925, was to the effect that four States-Arizona,\nArkansas , California and Wisconsin-had ratified the Child Labor Amend-\n\nment to the Federal Constitution and that 16 States-Georgia, Kansas,\nNorth Carolina, South Carolina, Tennessee, Texas, Utah, Vermont, Con-\n\nnecticut, Delaware, South Dakota, Idaho, Massachusetts, Iowa, Louisiana\nand North Dakota-had failed to ratify when the question was considered\nin one or both houses of the legislatures of these States. Expert legal\nopinion holds that the States that have already ratified may not change their\n\n"}
{"page": 1110, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1049\n\ndecision but that States that have once rejected the Amendment may reconsider the question at a subsequent meeting of the legislature.\nIn developing support for the Education Bill and for the Child Labor\nAmendment 40,884 pieces of literature were distributed, 3400 personal\nletters were sent out, including 555 letters in answer to requests for\nliterature on the Education Bill and 5668 form letters in 34 sets were sent\n\nto various coöperating groups, 15 meetings of the two sub-committees of\nthe Women's Joint Congressional Committee supporting the two measures\n\nwhich the National Education Association is actively working were\nattended, 122 persons of prominence were interviewed, 5 group conferences\nwere held, 28 meetings were attended in 14 States and the District of Columbia, at 22 of which addresses were made on the Education Bill.\nThe record of the hearing on the Education Bill before the Committee\n\non Education of the House of Representatives filled a volume of 750 pages,\nthe most complete compilation of arguments for and against the passage of\nthe bill which has yet been printed. It was the judgment of the Legislative Secretary that this record should be preserved. With that in mind\n2000 copies were purchased for distribution at cost to libraries. On June\n15, 1925, the following distribution had been made :\n504 copies\n\nTo libraries of colleges and normal schools .\nTo public libraries\nTo libraries of high schools and junior colleges .\n\n..401\n\nTo bookstores and individuals\n\n.107\n\n“\n\n\"\n\n90\n\"\n\nFor future reference a report of this distribution is on file in the office of\nthe Legislative Secretary.\n\nCongress convened December 1, 1924, in the short session and adjourned\nMarch 4, 1925, without passing either the Education Bill or the SmootMapes Bill, otherwise known as the Reorganization Bill. It was impossible\nto have the Education Bill considered because members of Congress wished\nto await the outcome of the plan to reorganize the executive departments of\nthe Government which had been in the hands of a special committee since\n\nDecember 17, 1920, and on the calendar of both houses of Congress in the\nform of a bill since June 3, 1924. Great opposition from many sources\nwas directed against the Reorganization Bill with the result that it, too,\nfailed of passage. To the casual observer of legislation in Congress it\nwould seem that little progress has been made. However, those directly\nconcerned with this bill know that the situation has cleared up materially\nand that valuable information for guidance in the future has been gathered\n\nfrom the efforts to pass these two bills in the short session. Before Congress adjourned plans were well under way for the drafting of the bill to\nbe presented at the next session, which convenes December 7, 1925.\nBeginning in March numerous conferences with members of Congress,\n\nmembers of the Legislative Commission, other important educators and\nthe legislative representatives of the supporting organizations were held in\nWashington. The consensus of opinion of those who conferred on this\n\nimportant question was that it would be unwise to include the Federal aid\n\n"}
{"page": 1111, "printed_page": null, "text": "1050\n\nNATIONAL EDUCATION ASSOCIATION\n\nappropriations in the new bill. It seemed best at this time to build upon\nthe sentiment for a Department of Education which had been created\nthroughout the country and in Congress by the supporters of the Education Bill as well as by the report of the Reorganization Committee. The\nvery fact that this committee after having worked for four years on the\nplan to reorganize the executive departments declared for a Department\nof Education and Relief is in itself evidence of the wisdom and justice of\nthe claims of the educators and the friends of education.\n\nSome vexing problems not solved in previous bills will have been solved\nat the close of this convention and the outlook then will be as favorable as\n\ncould possibly be expected. Five new and attractive pieces of literature are\nnow being prepared to be ready by July 25, 1925, for use in the campaign\nfor the new bill. An avowed champion of a Department of Education is\nin line for the chairmanship of the Committee on Education in the House\nof Representatives; Daniel Alden Reed, member of Congress from the State\n\nof New York, will again introduce the bill in that body. Senator Charles\nCurtis, of Kansas, majority floor leader, will introduce and sponsor the bill\nin the Senate. President Coolidge made his views known to 10,000 cheer-\n\ning educators last July in Washington. It can be safely said that never\nbefore in the history of this bill has it been in such a favorable position as\nit now occupies.\n\nThe support for the measure continues to grow both in and out of Congress. A prominent Democratic Senator recently made a ringing speech\nin behalf of a Department of Education and a Republican member of Congress called at headquarters during June for information and literature on\nthe bill, saying that he heard more about this measure on Capitol Hill than\nabout any other question before Congress. All of this is in marked contrast to the situation which confronted us in the beginning of the last\nCongress.\n\nWith the approval and direction of the Executive Committee the Legislative Secretary has confined her activities almost wholly to the legislative\n\nprogram of the Association and has centered her efforts largely in and\naround Washington, where many of the supporting organizations have their\nheadquarters . This is a task quite large enough in itself. A pleasing\nnumber of invitations to speak to State and local groups of teachers has\nbeen received, many of which had to be declined for reasons already mentioned. However, 14 States have been visited. One field trip in the\n\ninterest of membership seems worthy of mention here. Last September\nthe three lower East Coast counties of Florida held at West Palm Beach\n\ntheir third Tri-County Institute, at which 600 teachers were in attendance.\nYour Legislative Secretary was present with a large exhibit of Journals,\nbulletins and charts used in the hearings on the bill. This material was\ndistributed and explained in the first days of the meeting. A committee\nof three teachers from each county was appointed to plan and conduct the\nmembership campaign. Definite plans were outlined at a dinner. Large\ncommittees were appointed for special pieces of work. On the last day a\n\n"}
{"page": 1112, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1051\n\n\"little N. E. A.\" was staged with the one hundred or more schools seated\n\nunder their respective standards. Due to the leadership of the three\nsuperintendents and the fine professional spirit of those teachers more than\n500 teachers enrolled that day and paid their fees either in time checks or\nin cash.\n\nSince that date the enrolment of the three counties in the Na-\n\ntional Education Association has practically reached 100 per cent.\n\nThe\n\nwork of the National Education Association for the establishment of a De-\n\npartment of Education was one of its activities that strongly appealed to\nthese teachers, as was evidenced by the discussion from the floor and further by the results of their membership campaign.\nThere never has been a time in the history of the Association when\nunity of purpose and solidarity of ranks were so much needed as at the\npresent time. The fight to stop the exploitation of childhood in the country will go on and it is confidently hoped that the Child Labor Amendment will be ratified when the legislatures of the States again convene .\nThe teachers of the nation, guardians of its childhood, know better than\nmost people the opportunities denied children through their enforced labor\nin productive industries. A stern obligation and a sacred duty, then, rests\nwith the profession to see that at the earliest possible date the doors of the\n\nschoolroom are thrown wide open to all of the children of all of the people.\nAsound democratic citizenry can be built on no other basis.\nThe situation with respect to the Education Bill is much more hopeful,\nhowever. For fifty years the National Education Association has sponsored the idea of a Federal Department of Education. Since 1918 an\nactive campaign has been waged in its behalf. Twenty-seven National\norganizations of men and women are working shoulder to shoulder in this\ngreat movement. The time has been well spent. Reasons for and against\nthe establishment of this Department have been debated before the American people in the press and from the platform and the pulpit. The sentiment of the people is unchanged-it is overwhelmingly in favor of the\ncreation of a Department of Education.\n\nWith so much of advantage on our side in the next Congress, what then\nremains to be done ? Dr. John H. MacCracken, president, Lafayette\nCollege, Easton, Pennsylvania, and chairman of the Committee on Federal\nLegislation of the American Council on Education, in his advocacy of a\nFederal Department of Education, with his usual happy faculty of hitting\nthe nail on the head, has answered that question in part by asking another\none.\nHe says : \"Do we who are engaged in education want education\nrepresented in the National Government ? If we do it will be represented.\"\nHe voices a faith in the ability of the educators and their influence upon\nthe life and thought of this country in which the Legislative Secretary\nshares. Do we really want this thing? If we do now is the time to make\nour wants definitely known and fully understood. The members of Congress are now at their various homes. They are eager to hear and they\nneed to know what the educators desire in this matter.\n\nIs there a member of the National Education Association in the country\n\n"}
{"page": 1113, "printed_page": null, "text": "1052\n\nNATIONAL EDUCATION ASSOCIATION\n\nwho is unprepared to present the question of a Department of Education\nto congressmen with credit to the profession, or being prepared, is there a\nsingle one who will fail to do his duty ? Upon the answer to this question more than upon any other single factor depends the success of our\nlegislative program.\n\nREPORT OF DEPARTMENT OF SUPERINTENDENCE AND DIVISION OF\nADMINISTRATIVE SERVICE\nSHERWOOD D. SHANKLAND, EXECUTIVE SECRETARY\n\nThe Department of Superintendence-The formal report and list of\nmembers of this Department for the calendar year 1924 was published in\nthe Third Yearbook, which was distributed at the winter meeting in\nCincinnati. The financial statement for the year ended December 31 ,\n\n1924, showed receipts of $ 17,637.93, and expenditures of $15,406.07.\nThe balance on hand at the end of the year was $2,507.70. By mutual\nagreement, the profits from the commercial exhibit at the winter meeting\nare divided equally between the Department and the parent Association,\neach organization thus deriving funds for convention expenses. At Cincinnati the Department received $8,696.06 from this source.\nEducational Research Service-Over sixty cities are subscribers to the\n\nEducational Research Service of the Department of Superintendence in\ncoöperation with the Research Division of the National Education Asso-\n\nciation. Each subscriber pays $25 annually. Subscribers are furnished\nwith printed or multigraphed copies of recent educational studies; information is secured in response to individual inquiries; special tabulations are\nmade involving problems, such as teachers' salaries; and an effort is being\nmade to assist subscribers in solving the questionnaire problem. Funds\nderived from this source are applied in payment of the salary of an additional assistant in the Division of Research .\n\nCommission on the Curriculum-The Cleveland Convention of the De-\n\npartment of Superintendence authorized the appointment of the Commis-\n\nsion on the Curriculum. The Third Yearbook of the Department, entitled\n\"Research in Constructing the Elementary School Curriculum,\" was prepared under direction of the Commission. Over seventy specialists assisted\nin its preparation. At Cincinnati a coöperative plan of curriculum revision was undertaken, which bids fair to bring about material progress in\nthe solution of curriculum problems. About three hundred school systems\nhave enrolled for curriculum study. The Department of Superintendence\nand Division of Research will serve as a clearing-house for those at work\nin the field. Two clerical assistants are employed at headquarters by the\nDepartment to care for the additional work connected with this cooperative enterprise.\n\nThe Department of Elementary School Principals-This Department\nhas made remarkable progress since it was first recognized at the Des\nMoines Convention in 1921. It enrolls 2745 members. The president of\n\n"}
{"page": 1114, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1053\n\nthe Department, Mrs. Jessie M. Fink, of Grand Rapids, Michigan, has\nwisely administered its affairs. A quarterly bulletin, which deals con-\n\nstructively with the problems of the elementary school principal, is issued\nunder the editorship of Ide G. Sargeant, Paterson, New Jersey. The\nyearbooks of the Department have been in great demand. The Fourth\nYearbook, just published, is entitled, \"The Elementary School Principalship-A Study of its Instructional and Administrative Aspects.\" The\neditor is Arthur S. Gist, of Seattle, Washington.\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 allied\ndepartments and organizations of the National Education Association.\n\nThese naturally consist of two groups, one particularly interested in classroom problems and one in questions of administration. The administrative group has been assigned for my attention, under the title of Division\nof Administrative Service. This work includes aid in making convention\nplans, information service to individuals and organizations, and assistance\nin the solution of special problems.\nIn conclusion-The Headquarters Staff of the National Education\nAssociation has been most helpful. The comradeship of common interests\nhas brought inspiration for renewed effort.\n\nTHE DIVISION OF RECORDS AND MEMBERSHIP\nT. D. MARTIN, DIRECTOR\n\nA report from this Division, which has been in existence but a month,\nmust of necessity be largely a record of first impressions and a suggestion\nof possible developments.\nFrom the experiences of one month as a member of the headquarters\nstaff four things stand out with vividness :\n\n1. The staff a group of men and women of exceptional ability, conscientiously devoted to the cause which they have espoused, working in\nhearty coöperation for its success ;\n\n2. The system of records comprehensive and somewhat complicated but\naccurate and definite;\n\n3. The organization-dynamic and determined, dominated by the loftiest\nideals and driven by an inner force which comes from a vivid consciousness\nof the vital value of service;\n\n4. The goodwill-abundant and increasing among the laity as well as\namong the members of the profession, an invaluable asset which guarantees\nfurther growth and progress .\nPROBLEMS AND PROSPECTS\n\nThe work of this Division falls naturally under two headings-Records\nand Membership each distinct, yet intimately related.\nRecords-As stated above, the system of records now in use is comprehensive, accurate, and definite, a fact of which many members of the\n\n"}
{"page": 1115, "printed_page": null, "text": "1054\n\nNATIONAL EDUCATION ASSOCIATION\n\nAssociation are not aware. They need to be informed more definitely by\npersonal letters which explain clearly the \"combination plan\" of \"annual \"\n\nyet \"continuous\" membership. A campaign originating possibly at head\nquarters, but conducted by the members of the Association themselves,\nwhich will lead to the payment of dues on or before November 1, and a\ndefinite understanding that the membership year runs from September 1\nto August 31 of each year, will do much to clear up current misunderstandings.\n\nA reduction of the clerical (mechanical) operations involved in the\nhandling of the record of each member can probably be effected by eliminating one of the three filing records now employed and recording the information it contains on the addressograph stencils. The present three-file\n\nsystem is accurate but can be improved.\nMembership-The rapid growth in membership which the Association\nhas enjoyed during the past seven years is little less than phenomenal. It\nmust continue if the strength and service of the Association are to be increased. In order to accomplish this a great distribution of responsibility\nand organization must be effected. A better working relationship must\nbe developed with local and State associations. Some kind of \"budget\"\n\nor \" co-inclusive membership plan,\" whereby local units will collect, with\ntheir own dues, the dues of the State and National associations, is needed ;\n\nin fact, such a plan is already in process of development. The growth of\nthe National Association is having a strong and helpful influence upon the\ndevelopment of the local and State associations. Increase in efficiency and\n\nstrength among the local and State units will make possible an increase in\nmembership and a corresponding increase in the strength and the service\nof the National organization.\nREPORT OF THE COMMITTEE FOR THE REVISION OF\nDEPARTMENTS OF THE NATIONAL EDUCATION\nASSOCIATION\nJAMES H. KELLEY, CHAIRMAN\n\nThe Committee on the Revision of Departments of the National Education Association is pleased to submit the following report of its work for\nthe year 1924-25 :\n\nI. Department of Teachers Colleges. At the Cincinnati convention a\ncommittee appointed by Guy E. Maxwell of the American Association of\nTeachers Colleges met with a committee appointed by George W. Frasier\nof the Department of Normal Schools and Teachers Colleges and framed\n\na recommendation in harmony with the recommendation of this committee\napproved June 28, 1924, by the Representative Assembly, that the American Association of Teachers Colleges become the National Education Asso-\n\nciation Department of Teachers Colleges.\n\nThis recommendation was\n\nadopted by the American Association of Teachers Colleges. We recommend that the American Association of Teachers Colleges become the\n\n"}
{"page": 1116, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1055\n\nDepartment of Teachers Colleges of the National Education Association.\nII. Department of Secondary School Principals. Under date of April\n22, 1925, President Jesse H. Newlon sent the chairman of this committee\na letter from H. V. Church, secretary-treasurer of the National Association\nof Secondary School Principals, from which the following extract is taken:\n\n\"The National Association of Secondary School Principals, at its business meeting, adopted the following resolution :\n'To sum up the whole matter, if the Association of Secondary School\n\nPrincipals does become a department of Secondary School Principals in the\nNational Education Association, it should be as follows :\n'First. That the name be: The National Association of Secondary\nSchool Principals-a Department of the National Education Association.\n'Second. That our funds be in sole charge of the National Association\nof Secondary School Principals, and that the same may be audited by the\nproper officers of the National Education Association.\n\n'Third. That our publications be left in charge of the National Association of Secondary School Principals.\n'Fourth. That we give assurance to the National Education Association\nthat the National Association of Secondary School Principals will do all\nit can to increase the membership in the National Education Association\nbut that this Association will not be responsible for collecting Natonal Education Association dues from its members .\n\n'This is submitted for your consideration and your committee asks to be\ndischarged of its responsibility.\n'\nAfter full discussion the report of the committee was accepted and the\ncommittee was discharged.' \"\n\nThe chairman sent a copy of President Newlon's letter to each member\nof this committee and each member replied. The conclusion may be\nsummed up as follows : We would like to have the National Association\n\nof Secondary School Principals become the Department of Secondary\nSchool Principals of the National Education Association and are willing\nto make a favorable recommendation to the Board of Directors of the\n\nNational Education Association, provided, the Secondary School Principals\nbecome a department on conditions similar to those accepted by the Department of Superintendence, the Department of Elementary Principals\nand the Department of Classroom Teachers. We are unwilling to accede\nto any special conditions or to assign to them more favorable terms than\nhave been given other organizations.\nIII . Library Department and Department of Educational Publica-\n\ntions. Since the Library Department and the Department of Educational\nPublications during the past two years have not complied with the By-laws\ngoverning departments, we recommend that these two departments be discontinued.\n\nIV. Department of Social Studies.\n-The National Council for the Social Studies, Edgar Dawson, Secretary, 691 Park Avenue, New York City,\nin May submitted a petition bearing over 700 signatures for the recogni\n\n"}
{"page": 1117, "printed_page": null, "text": "1056\n\nNATIONAL EDUCATION ASSOCIATION\n\ntion of that council as a department. The National Council for the\nSocial Studies was established in 1921, has over 1,300 members, publishes\n\"The Historical Outlook\" with a circulation of over 5,000 and has held\nregular annual meetings in February and July each year for the past four\nyears attended by about 500 persons.\nYour committee finds that the National Council for the Social Studies\n\neasily complies with the conditions prescribed for the formation of a department and, therefore, recommends that it be made a department of the National Education Association.\n\nV. Fee for Allied Organizations.\n-Owing to the expense involved in\nlooking after the interests of the allied organizations authorized by the\nExecutive Committee to hold meetings at the time of the summer or winter\n\nconventions, we recommend that a fee of $100, payable in advance, be\ncharged such organizations, provided that the Executive Committee of the\nNational Education Association may by vote exempt from such payment\nany organization, all of whose members are members of the National Education Association. This amount would hardly cover the expense for the\ncorrespondence involved, the space given in the official program, the\npublicity in the press and the work involved in securing proper room\nassignments. The allied organizations that usually meet with the National Education Assocation are as follows :\n\nAmerican Classical League.\nAmerican Home Economics Association.\nEducational Press Association of America.\n\nNational Congress of Parents and Teachers.\nNational Council of Primary Education.\nNational Council for the Social Studies .\nNational Council of Teachers of English .\n\nNational Federation of Modern Language Teachers.\nNational Geographic Society.\nNational League of Teachers' Associations.\nNational Organization of Secretaries of State Education Associations.\nNational Vocational Guidance Association .\nSchool Garden Association of America.\n\nVI. Amendment to Article V of the Constitution. On June 28, 1924,\nthe Board of Directors approved an amendment of Section 8 of Article V\nof the By-laws pertaining to the admission of departments, so that it will\nread as follows :\n\nArticle V, Sec. 8. A new department may be established by a two-thirds\nvote of the Board of Directors taken at a regular meeting of the Board,\nor by two-thirds vote of the Representative Assembly at any annual business meeting ; Provided, That a written application for said department,\nwith title and purpose of the same, shall have been made at the regular\nmeeting of the Board next preceding the one at which action is taken, or\n\nat the preceding annual business meeting, by at least two hundred fifty\nmembers engaged or interested in the field of labor in the interest of which\n\nthe department is purposed to be established, provided that no group shall\n\n"}
{"page": 1118, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n1057\n\nbe admitted to departmental status until it shall have held constructive\nmeetings for at least three successive years. A department already established may be discontinued by the Board of Directors upon a two-thirds\nvote taken at a regular meeting, or by a two-thirds vote of the Representative Assembly at any business meeting of the Association; provided, That\nannouncement has been made of the proposed action at a regular meeting\nof the Board the preceding year, or at the preceding annual business meet-\n\ning. A department shall be discontinued when it fails to hold a regular\nmeeting for two successive years.\nThe new matter in the above section is in italics.\n\nWe recommend that this amendment be adopted by the Representative\nAssembly of 1925 .\nVII. Departments of the National Education Association . The present\ndepartments of the National Education Association are as follows:\nAdult Education\n\nAmerican Association of Teachers Colleges.\nBusiness Education\nClassroom Teachers\nDeans of Women\n\nElementary School Principals\nKindergarten Education\nMusic Education\nRural Education\n\nSchool Health and Physical Education\nScience Instruction\n\nSecondary School Principals\nSuperintendence\nVisual Instruction\nVocational Education.\n\nVIII . We recommend that the report be accepted and the committee\nRespectfully submitted,\nRandall J. Condon, Atlantic\nmember, 1201 Sixteenth Street\nMonthly, 8 Arlington St., Boston,\nN. W. , Washington, D. C.\n17, Massachusetts .\nJulia A. Spooner, Box 188, Route\nNo. 3, Lents Station, Portland,\nMrs. Jessie M. Fink, Principal,\nOregon.\nPalmer School, Grand Rapids,\n\nbe discharged.\n\nMichigan.\n\nCora Mull, 4151 Berkeley Avenue,\nChicago, Illinois.\n\nAgnes Winn, Director of the Division of Classroom Service,\n\nassigned consulting member,\n1201 Sixteenth Street N. W. ,\n\nCarroll G. Pearse, 3104 Wells\nStreet, Milwaukee, Wisconsin.\nS. D. Shankland, Executive Secreretary, Department of Superintendence, assigned consulting\n\nWashington, D. C.\nJ. Herbert Kelley, Chairman\nPennsylvania State Education\nAssociation, 400 North Third\n\nStreet, Harrisburg, Pennsylvania.\nJune 29, 1925, approved as amended with a vote of thanks to the committee.\nJ. H. KELLEY.\n\n"}
{"page": 1119, "printed_page": null, "text": "1058\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF COMMITTEE ON NECROLOGY\nERNEST L. CRANDALL, DIRECTOR OF LECTURES AND VISUAL EDUCATION\nPUBLIC SCHOOLS, NEW YORK CITY, CHAIRMAN\n\nThis is the third successive occasion when I have been called upon to\nreport as Chairman of the Necrology Committee. I have been informed\nthat in the past this committee has functioned more or less perfunctorily.\nFor myself, I must confess that each time I am confronted with this duty\nI suffer a genuine pang.\n\nNothing deserves greater scorn than crocodile tears. Nothing is more\noffensive than unctious and ostentatious sorrow. Let us not pretend that\n\nwe suffer keenly or are plunged into profound grief at the thought of our\ncolleagues who have passed on, except in the case of those who were in\nsome personal way near and dear to us.\nOn the other hand, it seems to me we should be more than callous did\nwe not pause in our practical labors, did we not turn aside for a moment\nfrom our quest of self-improvement, which sometimes seems all too much\nlike the pursuit of self-advancement, to lend a solemn thought to those\nwho have toiled beside us, but are with us no more.\n\nEach passing year takes its toll of old and young, in this calling as in\n\nany other. Such is the ordered serenity of the teacher's life, however, that\nmost of those who are taken have rounded out their service, have finished\n\ntheir task, and are ready to lay down their tools.\nPerhaps I should not use the expression \"have finished their task,\" for,\nof all human tasks, that of the teacher may most truly be said never to be\nended. In a truer sense than any other artificer, they build for the future,\nand the future ever recedes before them. Let us say rather, then, that we\nrejoice that so many of those who have passed beyond have done their\nquota, have finished their tale of bricks for the ever growing, ever expanding, ever rising structures of civilized society and our own dear republic.\nDuring the past few years one challenging question, first whispered with\nbated breath, has grown in volume and in frequency, until at last it reverberates from a thousand platforms and stares at us from a million pagesnamely the question whether by reason of humanity's blundering failure to\ngarner in the fruits of peace, the young lives snuffed out by the horrible\nholocaust of the late World War were offered up in vain. It is a staggering\nquestion, because we realize that if these boys died in vain, the fault is ours.\nMy friends, we are confronted with a similar question with regard to our\ncolleagues who have laid down their arms and gone to their rest-not if\nthey died in vain, but if they lived in vain. And if the answer is in the\naffirmative we must face the consciousness that again the fault will be ours .\n\nOur departed comrades belonged for the most part to a generation which\n\ncherished high ideals, and especially high ideals of the teaching profession.\nWe, on the other hand, belong to a generation which is widely charged\nwith being materialistic and sordid. It is useless to sidestep this accusation.\nThe charge is true. The world today is suffering from a distinct lowering\n\n"}
{"page": 1120, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\nof its ideals.\n\n1059\n\nOld faiths are being abandoned, established institutions are\n\ncrumbling, dark and menacing forces are surging up from below and threatening to disrupt society. It is our task as teachers, your task and mine, my\nfriends, in the midst of all this, to hold high and hold firm the torch of\npure learning, which these, our departed colleagues, have been obliged to\niet fall from their lifeless hands. We can do this only by reminding ourselves continuously that learning, training, education, is essentially a matter\nof the spirit even more than a matter of the mind and of the senses. Only\nso can we meet squarely our responsibility. Only so can we carry on in a\nmanner to satisfy our conscience and our God. Only so can we be sure that\nthose who have gone before have not lived and toiled in vain.\nI shall read you now a brief list compiled by Miss Adelaide Davis, secretary of the Necrology Committee, containing the names of several notable\neducators who have passed away since last we were assembled. At the\nconclusion of this list, will you please all rise and stand for a few seconds in\nsilent prayer and meditation in memory not only of these, but of the unknown soldier of our vast educational army whose name is legion and whose\npassing we should not forget simply because he failed to attain what the\nworld calls distinction, but had to be content to do his duty simply and\nlie down to rest.\nPROMINENT EDUCATORS WHO HAVE DIED DURING THE SCHOOL YEAR 1924-1925\nDr. Marion Leroy Burton,\n\nPresident,\n\nUni-\n\nversity of Michigan, Ann Arbor, Mich ..\nDr. Ernest DeWitt Burton, President, University of Chicago, Chicago, Ill.\n\nDr. Fred W.\n\nHixon,\n\nPresident, Allegheny\n\nCollege, Meadville, Pa.\n\nDr. Francis Marion Bralley, President, College of Industrial Arts, Denton, Texas .\nDr. Frederick Lister Burk, President, State\n\nTeachers College, San Francisco, Calif.\nDr. Samuel Plantz, President, Lawrence College. Appleton, Wis.\nDr. Edwin R. Snyder, President, State Teachers College, San Jose , Calif.\nDr. J. George Becht, State Superintendent of\n\nJames L.\n\nLynch, County Superintendent,\n\nMarshall, Mo.\n\nEugene Baker, Principal, Philadelphia\nNormal School, Philadelphia, Pa.\nS. B. Underwood, Professor, East Carolina\nTeachers College, Greenville, N. С.\nCharles Doswell Tomkie, Professor, University of Texas , Austin, Texas.\nD. H. Robinson, Professor, University of\nUtah, Salt Lake City, Utah.\nC. H. Dutcher, Professor, Teachers College,\n\nJ.\n\nWarrensburg, Mo.\n\nof\n\nGeorge W. Howe (retired) , Professor, Teachers College, Warrensburg, Mo.\nA. M. Burroughs, Professor, University of\nMissouri , Warrensburg, Mo.\nW. H. Lynch, Professor, Teachers College,\n\nAddison L. Jones, Superintendent of Schools,\n\nDr. Charles H. Keyes, former treasurer of\n\nPublic Instruction, Pennsylvania.\nCharles A.\nWagner,\nSuperintendent\nSchools, Chester, Pa.\n\nSpringfield, Mo.\n\nWest Chester, Pa.\n\nM. M. Dupre, Superintendent of Schools ,\nLobbock , Texas.\nZenas C.\nThornburg , Superintendent\nSchools , Des Moines, Iowa.\n\nof\n\nMartin P. Forbes, Superintendent of Schools ,\nNorthfield, Minn.\n\nRobert Ward,\n\nthe National Education Association, San\nFrancisco, Calif.\nDr. L. E. Wolfe, one of the original\nfounders of the National Education Asso-\n\nciation, San Antonio, Texas .\nAlexis Lange, Dean, Department of Education, University of California.\n\nSuperintendent of Schools,\n\nJames A. Barr, Sierra News, San Francisco,\n\nE. Morris Cox, Assistant Superintendent of\nSchools , Oakland, Calif.\nRufus M. Hitch, District Superintendent,\n\nAlexander Tait Stuart, founder of the Na-\n\nOtsego, Mich.\n\nChicago, Il1.\n\nCalifornia.\n\ntional\n\nEducation Association,\n\nWashing-\n\nton, D. C.\n\nWilliam Herbert Carruth, poet and scholar.\n\n"}
{"page": 1121, "printed_page": null, "text": "NATIONAL Education ASSOCIATION\n\n1060\n\nTHE FIFTH REPRESENTATIVE ASSEMBLY\nDelegates who attended the Sixty-third annual meeting of the National Education Asso-\n\nciation in Indianapolis, Indiana, June 26 - July 3, 1925.\n\nIt will be observed that some\n\nof the delegates failed to register their positions.\n\nDaniels, Mrs. Annie E., County Superin-\n\nALABAΜΑ\n\ntendent of Schools, Tucson; Arizona State\n\nAbercrombie, John W. , State Superintendent of Education, Montgomery; Ex-officio.\nAllgood, R. V., Principal, Avondale School,\n\nTeachers Association.\n\nFord, Mrs. J. J. , Capitol Building, Phoenix ;\nPhoenix Teachers Association.\n\nAlabama Education Asso-\n\nLoper, John D., Superintendent of Schools,\n\nAnsley, Foster, Principal, Barrett School,\n\nPhoenix; Arizona State Teachers Ass'n.\nMahoney, Helen, Mesa ; Arizona State\n\nBirmingham;\nciation.\n\nBirmingham; Birmingham Teachers Asso\nciation.\n\nBaxley,\n\nJ.\n\nA.,\n\nSuperintendent\n\nof\n\nCity\n\nSchools, Andalusia; Alabama Education\n\nTeachers Association.\n\nMartin, S. H. , 219 S. Alarcon Street, Prescott; Ex-officio, State Director.\nMatthews , A. J. , President, Tempe State\n\nTeachers College, Tempe; Arizona State\n\nAssociation.\n\nBrown, Nona, 1620 S. 12th Street, Birmingham; Birmingham Teachers' Association.\nBryan , J. E. , Principal, Cunningham School ,\nBirmingham; Birmingham Teachers Asso-\n\nTeachers Association.\n\nMenbonnett, Valerie, Mesa ; N. E. A. Mesa\nBranch.\n\nVos , Cornelia, 717 N. 1st Avenue, Tucson;\nTucson Teachers Association.\n\nciation.\n\nCarruth, Margaret, 1010 N. 30th Street,\nBirmingham; Birmingham Teachers Asso-\n\nARKANSAS\n\nciation.\n\nCollins, Aimee, 1602 11th Avenue, South,\nBirmingham; Birmingham Teachers' Association.\n\nCowart, R. W. , 415 First Nat'l Bank Bldg. ,\nMontgomery :\n\nSecretary ,\n\nAlabama Edu-\n\ncation Association.\n\nGrove, Frank L. , Principal, Mobile High\nSchool, Mobile; President, Alabama Education Association.\n\nHodges, Mable, 428 South 54th Street, Bir-\n\nBrown, Mrs. May M. , 1004 Perry Street,\nHelena;\n\nArkansas Education Association.\n\nGriffey, Annie G., Primary Supervisor, Public Schools, Little Rock; Ex-officio, State\nDirector.\n\nHaufler, Lida M., 1217 W. 3rd, Little Rock;\nWomans Teachers Association of Little\nRock.\n\nHenry, Miss Beryl, Hope; Arkansas Education Association.\n\nmingham; Birnungham Teachers Associa-\n\nHill, A. B., State Superintendent of Public\n\ntion.\n\nInstruction, Little Rock; Ex-officic.\nHull, Mrs. Katherine , West Side Junior\nHigh School, Little Rock: Woman's\n\nHodges, P. W., Secretary, Division, Teacher-training, Certification and Placement,\nMontgomery ; Ex-officio, State Director.\nLove, Elizabeth F., Aliceville ; Alabama Education Association.\n\nMilchener , J. C., Kennedy School, Birming-\n\nTeachers Association of Little Rock.\n\nLawson, Miss Willie, State Supervisor of\nIlliteracy , Little Rock; Arkansas Education Association.\n\nham; Birmingham Teachers Association .\nMorton, Hattie, Principal, Loulie Compton\n\nSeminary , Birmingham; Alabama Education Association .\nPrice, N. H., Principal, Hemphill School,\nBirmingham; Birmingham Teachers Association.\n\nStutts, Margaret , Florence; Alabama Educationa Association .\nALASKA\n\nEvans , W. H. , Superintendent of Schools,\nCordova; Alaska Education Association .\nHenderson , Lester D. , Commissioner of Education , Juneau ; Ex-officio, State Director.\nARIZONA\n\nCALIFORNIA\n\nAdams , Alma, 304 E. 16th Street, Oakland;\nCalifornia Council of Education .\n\nAldrich, Bess, 509 E. Harvard Street, Glendale; Glendale City Teachers Club .\nAllen, Marguerite P. , 3837 2nd Avenue, Los\nAngeles; Los Angeles City Teachers Club .\nAmrath, Mrs. Mary E., High School of\nCommerce, San Francisco; San Francisco\nHigh School Teachers Association .\nBarker , Pearl, 2155 Olive Avenue, Long\nBeach; California Council of Education .\nBartlett, Adelaide, 521 Magellan Street, San\nFrancisco ; San Francisco Grade Teachers\nAssociation .\n\nBartlett, Olive S., 521 Magellan Avenue,\nSan\n\nBaker, Hazel, 838 N. Euclid Avenue, Tucson; Tucson Teachers Association .\n\nBouldin, Emma, Teacher, Elfrida ; Arizona\nState Teachers Association.\n\nBroadway, Martha , 206 S. MacDonald St. ,\nMesa; N. E. A. Mesa Branch.\n\nBrown, Helen L., County Superintendent of\nSchools, Tombstone; Arizona State Teachers Association .\n\nBurton, Marvin L. , Box 2325, Bisbee ; Warren District Union of the N. E. Α .\n\nCase , C. O. , State Superintendent of Public\nInstruction , Phoenix ; Ex-officio.\nCotton, Dr. F. A. , State Teachers College,\nFlagstaff; Prescott Education Association .\nCriley, Christine , 1420 11th Street, Douglas ;\nArizona State Teachers Association.\n\nFrancisco ;\n\nSan\n\nFrancisco\n\nGrade\n\nTeachers Association .\n\nBell, George H. , 627 Brewster Avenue, Redwood City; California Council of Education.\n\nBradley, Anne M., 412 63rd Street, Oakland;\n\nOakland Teachers Association .\n\nBradley , Mrs. Gertrude Upton , 2506 St.\nGeorge Street, Los Angeles; High School\nTeachers Association of Los Angeles.\nBradley, Margaret, 1616 4th Avenue, Oakland; Oakland Teachers Association .\n\nBunker, J. L. , Alameda High School, Niles;\nAlameda County Education Association.\n\nCagney, W. J., Antelope Valley Grammar\nSchool, Lancaster; California Council of\nEducation.\n\n"}
{"page": 1122, "printed_page": null, "text": "1061\n\nDELEGATES TO REPRESENTATIVE ASSEMBLY\n\nCauch, F. R. , 2316 Valdez St. ,\nOakland Teachers Association.\n\nOakland;\n\nCharaberlain, Arthur H., 933 Phelan Building. San Francisco: Secretary, California\nCouncil of Education .\n\nChamberlain,\n\nMrs.\n\nAvenue, Alameda;\n\nBlanche, 1732 Central\nOakland Teachers As-\n\nsociation.\n\nChurchill, Jeannette, El Cajon; California\nCouncil of Education.\n\nCloud, Roy W. , Superintendent of Schools,\nRedwood City; California Council of Education.\n\nConnelly, Mary F., 1911 Carleton Street,\nBerkeley; Alameda County Education Association.\n\nCommittee.\n\nJacobson, Jeannette, 1335 Kellam Avenue,\nLos Angeles; Los Angeles City Teachers\nClub .\n\nKersev, V. , 716 Chamber of Commerce\nBuilding, Los Angeles, California Council\nofEducation.\n\nKeyes, Charles E. , 1057 E. 33rd Street, Oakland; Oakland Teachers Association.\nLandis, Ira C.. Superintendent of Schools,\nRiverside; California Council of Education.\n\nLeasure, Mrs. Fanny M. , John C. Fremont\nSchool, Long Beach; City Teachers Club\nof Long Beach.\n\nCrooke, Charles R. , 860 Keller Avenue, San\nJose; Santa Clara County School Masters\nClub.\n\nLeasure, Floyd, J. , Horace Mann School,\nLong Beach; City Teachers Club of Long\nBeach.\n\nDunlevy, W. P., Teacher, San Diego High\nSchool, San Diego; Ex- Officio, State\n\nLinn, Louis P. , 3644 Platt Avenue, Fresno;\nCalifornia Council of Education.\n\nLundgren,\n\nDirector.\n\nEdmiston, Edith, 450 Stow Street, Oakland;\nOakland Teachers Association.\n\nElmore, A. G. , 207 Park Avenue, Modesto ;\nCalifornia Council of Education.\n\nFerguson, James, Principal, High School,\nChico; California Council of Education.\n\nFranklin, Vera, 51 Douglas Street, San\nFrancisco; San Francisco Grade Teachers\nAssociation.\n\nLeonard, 20 Jones Strect. San\n\nFrancisco;\ntion.\n\nCalifornia\n\nCouncil of Educa-\n\nMcCray, Frances , 234 W. 28th Street, Los\nAngeles; California Council of Education.\nMcCutchan, H. H., 517 W. 9th. Long\nBeach; Long Beach City Teachers Club.\nMcDermott, Louisa, 1180 Guerrero Street.\nSan Francisco; San Francisco Grade\nTeachers Association.\n\nFraser, Anna G., 822 Alma Avenue, Oakland, California Council of Education.\nGaines, Howard R. , Lowell School , Fresno ;\n\nFresno City Teachers Council.\nGalpin, Lloy, 2354 Addison Way, Eagle\nRock High School Teachers Association\nof Los Angeles.\n\nGarrison, Dora L., 1416 Third Avenue, Los\nAngeles; Los Angeles City Teachers Club.\nGatchel, D. F., Box 165, Centerville ; California Council of Education.\n\nGray, Mrs. Minnie M. , County Superintendent of Schools, Yuba City; California\nCouncil of Education.\n\nGibbs, Jane I. , 735 Lime Avenue, Long\nBeach; City Teachers Club .\nGreen, Mrs. Luella, 821 S. Van Ness , Santa\n\nAna; Santa Ana City Teachers League.\nGridley, E. G. , 312 Bacon Building, Oakland; California Council of Education.\n\nGwinn, J. M. , Superintendent of Schools,\nSan Francisco: California Council of Education.\n\nHanna, H. J. , High School, 4600 Country\nClub Drive, Los Angeles; California Council of Education.\n\nHartman, Emma, 605 23rd Street, Oakland;\nCalifornia Council of Education.\n\nHartman, Amelia, 605 23rd Street, Oakland;\nOakland Teachers Association.\nHarwell, Charles A. , 2626 Haste\n\nIversen, Ida Christine, Trinity Hotel , Los\nAngeles; Ex-officio, Member Executive\n\nMcEntyre, Doris, 2511 College Avenue,\nBerkeley; Oakland Teachers Association.\nMcGorray, Mrs. Ada D., 960 S. Oxford\nAvenue, Los Angeles ; Los Angeles City\nTeachers Club.\n\nMcGowan, A. W. , R. F. D. No. 4, Box 155,\nLodi; Stockton Elementary Teachers Association.\n\nMcGrath, Mrs. Mary, 2955 McClure Street,\nOakland; Oakland Teachers Association.\n\nMeeks , Ida V., 1252 14th Street, San Diego;\nSan Diego Principals' Club.\nMooney, Miss Francis, Key Route Inn, Oakland; San Francisco School Principals'\nAssociation.\n\nMooney, Mary F.. Director of Department\nof Texts and Libraries, Office of Superintendent of Schools, San\nofficio, Vice-President.\n\nFrancisco ;\n\nEx-\n\nMoorhead, Gladys Evelyn, 1832 Mansfield\nAvenue, R. F. D. No. 7, Los Angeles;\nCity Teachers Club .\nMorris, Mylitta M. , Edgerly Court. Santa\nBarbara; Santa Barbara Teachers Club.\n\nMoses, Mildred Leader, 5108 7th Avenue,\nIos Angeles; Los Angeles Kindergarten\nClub.\n\nMoulton, Edith D., 1046 N. Hunter Street,\nStockton; California Council of Education.\n\nNelson, H. G. , 201 E. 10th Street. Santa\nStreet,\n\nBerkeley; Berkeley Teachers Association.\nHeineman, Sarah, 954 Beacon, Los Angeles;\nLos Angeles Kindergarten Club.\nHendricks , Harold D., Principal, High\nSchool, Boonville; California Council of\nEducation.\n\nAna;\n\nSanta Ana City Teachers\n\nLeague.\n\nNida , W. L. , 3696 First Street, San Diego ;\nCalifornia Council of Education.\n\nO'Leary, Josephine, 59 Dudley Avenue,\nVenice; Santa Monica City Teachers\nAssociation.\n\nHendricks, Mrs. Jeanette B., Boonville;\nCalifornia Council of Education.\nHewitt, Mary. 500 Duboce Avenue, San\n\nOliver, Ralph E., Head, Commercial Dept. ,\nPolytechnic High School, Long Beach;\nCity Teachers Club of Long Beach.\n\nFrancisco: San Francisco Grade Teachers\n\nPaine, Russell, 3101 Bancroft Street, San\nDiego; San Diego Teachers Association.\n\nAssociation .\n\nHill, Louise S.. 2808 Albatross Street, San\nDiego; California Council of Education.\nHouse, J. L. , 744 Brighton, El Centro;\n\nPendry, Elizabeth, 1292 Meadowbrook Avenue, Los Angeles, California Council of\n\nCalifornia Council of Education.\nHubbard, O. S. , 700 West Yosemite Avenue,\nMadera; California Council of Education.\n\nPesante, Mrs. Maude T., 1101 Lakeshore\n\nHunter, Frederick M. , Superintendent of\nSchools, Oakland; Ex-Officio, Life Direc-\n\nPeterson , M. E., 6712 Leland Way. Los\nAngeles; Elementary Principals Club.\nReed, B. W., 6266 Sunset Blvd., Los\n\ntor.\n\nEducation.\n\nAvenue , Oakland ; Oakland Teachers Association.\n\n"}
{"page": 1123, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1062\n\nAngeles; Los Angeles High School Principals' Association.\nRiley, Ocella, 620 N. Hunter Street, Stockton; Stockton Elementary Teachers Association.\n\nRobinson, Mardele, 1041 Curtis Street, Berkeley; Richmond Teachers Association.\nRobinson, J. A. , 397 Adams Street, Oakland; Oakland Teachers Association.\n\nSandifur, C. W. , Box, 108, E 3rd Street,\nLankershim; California Council of Edu-\n\nCoulson, Clara G. , 1083 14th Street, Boulder; Boulder Teachers Club .\n\nElder, E. Waite, 1300 Pontiac, Denver; Denver Classroom Teachers Association.\n\nForce, Anna Laura, Principal, Broadway\nJr. High School , Denver, Colorado Education Association.\n\nFoster, A. J., Superintendent City Schools,\nBrighton; Colorado Education Association.\nGurtner, Mrs. Ethel, 1524 Fillmore, Denver;\nDenver Classroom Teachers Association.\n\nHatch , D. R., East High School, Denver;\n\ncation.\n\nSchon, Elsie M., Lowell High School, San\nFrancisco;\n\nSan\n\nFrancisco High School\n\nTeachers Association.\n\nShaw, A. M. , 2833 Estara Avenue, Los\nAngeles; High School Teachers Association of Los Angeles.\n\nShaw, Faith, 1580 Madison Street, Oakland;\nOakland Teachers Association.\n\nColorado Education Association.\n\nHelleson, Ellen H., 795 So. Pennsylvania,\nDenver; Denver Classroom Teachers Association.\n\nInman, G. W., Principal, High School , La\nJunta; Colorado Education Association.\nKrusen, Alma, 1345 Lafayette, Denver; Denver Classroom Teachers Association.\n\nSmith , A. Haven, 305 Buena Vista Street,\nRedlands; California Council of Education.\nTanner, Wm. R., 4914 4th Avenue, Los\nAngeles; High School Teachers Association of Los Angeles.\n\nTrompson, Mrs. Anne, San Jose; California\nCouncil of Education.\n\nThompson, Roy, 45 Sierra Avenue, San\nJose; Santa Clara County Teachers Association.\nThurston, Gray, 1925 W. 21st Street, Los\nAngeles; High School Teachers Association of Los Angeles .\nTillman, Florence, 2037 Alameda Avenue,\nAlameda; Oakland Teachers Association.\nVandegrift, Albert F. , 143 N. Coronado\nStreet, Los Angeles; California Council of\nEducation.\n\nWade, May C. , 2400 Durant Avenue, Berkeley; California Council of Education.\nWelch, Anne J., 1201 Union Street, Alameda; Alameda Grade Teachers Club .\nWestcott, James A. , Box 30, Santa Ynez;\nSanta Barbara County Teachers Club .\nWhytock, Norman, 411 North Jackson St. ,\nGlendale; Glendale City Teachers Club.\nWilson, Mabelle, 1111 The Alameda, Berkeley; Berkeley Teachers Association.\nWolfe, Eugene, 3222 Orilla Avenue, Los\nAngeles; Glendale Union High School\nTeachers Club .\n\nWright, Edna L., 5606 Taft Avenue, Oakland; Oakland Teachers Association.\n\nLory, Charles A. , President, State Agricultural College, Ft. Collins; Colorado Education Association.\n\nMcDonald, Mrs. Mary, 3248 Federal Blvd. ,\nDenver; Denver Classroom Teachers Association.\n\nNewlon, Jesse H. , Superintendent of Schools,\nDenver; Ex-officio, President, N. E. Α .\nParsons , R. A. , 2643 Lafayette Street, Denver; Denver Classroom Teachers Association.\n\nPfrimmer, Edmonia, 1099 S. Clarkson, Denver; Denver Classroom Teachers Association.\n\nRogers, V.\n\nM. ,\n\nPrincipal, High School,\n\nDelta; Colorado Education Association.\nRooney, Mrs. Lillie, 2211 Spruce Street, District 20, Pueblo Pueblo Grade Teachers'\nAssociation.\n\nShadel, S. J., County Superintendent of\nSchools, Trinidad; The Las Animas County\nTeachers' Association.\n\nShaw, Mary L. , 207 W. 19th Street, Pueblo;\nPueblo Education Association of Dist. 1.\nSmith, H. B., Secretary, Colorado Education\nAssociation, Denver; Ex-officio, State Director.\n\nStoner, J. W., Lime; Colorado Education\nAssociation .\n\nThrelkeld, A. L. , Deputy Superintendent of\nPublic Schools , Denver, Colorado Education Association.\n\nUtterback, Mrs. Essie, 2601 Elm, Denver;\nDenver Classrooom Teachers Association.\n\nCOLORADO\n\nWalek, Anna, 216 Lincoln Street, Sterling ;\nAnderson, Ida, 829 Lafayette, Denver; Denver Classroom Teachers Association.\nAnderson, A. Helen, 857 Harrison, Denver;\nDenver Classroom Teachers Association.\n\nThe Federated Teachers Club of Sterling.\nWatson, George L., 2449 Bellaire, Denver;\nDenver Classroom Teachers Association.\n\nWhite, Julia M. , 1557 St. Paul Street, Den-\n\nDenver;\n\nver; Denver Principals and Directors As-\n\nBair, Frederick H., Superintendent of\nSchools, Colorado Springs; Colorado Edu-\n\nWorthley, Mrs. Amy D., Principal, Junior\n\nAylard,\n\nCarlton,\n\n1553\n\nFillmore,\n\nDenver Teachers Club .\n\ncation Association.\n\nBallard, Mary A. J. , 209 No. Arcadia Street,\nColorado Springs; Classroom Teachers\n\nsociation.\n\nHigh School, Sterling: Colorado Education Association.\n\nWray, C. L. , Grand Central Hotel, Denver;\nDenver Classroom Teachers Association.\n\nAssociation.\n\nCONNECTICUT\n\nBoggess , F. A. , Principal University Hill\nSchool, Boulder; Colorado Education Association.\n\nBradford, Mary C. C., 1735 Bellaire Street,\nDenver; Ex-officio, State Superintendent.\nBrinker, Olivia, 2146 Gaylord, Denver; Denver Classroom Teachers Association.\n\nCasey, John C. , Superintendent of Schools,\nEaton; Colorado Education Association.\n\nChildears , A. B. , 503 So. 12th, Rocky Ford;\nRocky Ford Teachers Association.\nCory, John J. , Principal, South High School,\nDenver;\n\nColorado Education Association.\n\nBrennan, Katherine, Teacher, 182 Lloyd\nStreet, New Haven; Connecticut State\nTeachers Association.\n\nFaris, Mrs. Maude L. , Principal, Colonial\n\nAvenue,\n\nDevon,\n\nStratford;\n\nStratford\n\nTeachers Association.\n\n,\nGoodrich, Carrie, Teacher, Columbus School\nEast Haven; New Haven Teachers\nLeague.\n\nHart, Harry T. , Principal, P. O. Box 55,\nStamford; Stamford Teachers Association.\n\n"}
{"page": 1124, "printed_page": null, "text": "1063\n\nDELEGATES TO REPRESENTATIVE ASSEMBLY\nJourdan, Caroline, Teacher, 102 W. Main\nStreet, Bradford; New Haven Teachers\n\nCarter, R. L., Principal of Schools, Cocoa;\n\nLeague.\nKeeney, Sylvia A., Teacher, 162 Gardier\nAvenue, New London; Connecticut State\n\nCawthon, W. S., State Superintendent of\nPublic Instruction, Tallahassee; Ex-officio,\n\nTeachers\n\nEducation Association.\n\nState Director.\n\nFisher, Mrs.\n\nAssociation.\n\nMaddocks, Carl W., Supervising Agent of\nSchools, Deep River; Connecticut State\nTeachers\n\nFlorida\n\nCharles\n\nCourt, Miami;\n\nM.,\n\n1244 S.W.\n\n13\n\nRoyal Palm Education\n\nAssociation.\n\nFisher, Charles M., 1244 S.W. 13 Court,\n\nAssociation.\n\nO'Connell, Margaret, Teacher, 59 Burnside\n\nMiami; Royal Palm Education Ass'n.\n\nAvenue, East Hartford; Connecticut State\n\nFrancis, Mrs. Mary, Box 144 Safety Harbor; Pinellas County Education Ass'n.\nNaugle, Hazel, Largo ; Pinellas County\n\nTeachers Association.\n\nSpencer, Walter B., Principal, High School,\nNew Haven; Connecticut State Teachers\n\nSchools,\n\nEducation Association.\n\nRoseborough,\n\nAssociation.\n\nSuperintendent of\nE.,\nWilliam\nStark,\nState\nConnecticut\nStamford;\nSchools ,\nAssociation.\nTeachers\nSuperintendent of\nStaples, Leon C.,\nSuffield;\n\nConnecticut\n\nState\n\nSchools,\n\nMt.\n\nD.\n\nD.,\n\nDora;\n\nPrincipal, Public\nFlorida Education\n\nAssociation.\n\nSpaulding, Frederick H. , c/o Hillsborough\nHigh School, Tampa, Florida Education\nAssociation .\n\nTaylor, Emmett, Superintendent of Schools,\n\nTeachers Association.\n\nYoung,\nJohnBridgeport;\nA. , Assistant Ex-officio,\nSuperintendent\nof\nSchools,\nState\n\nFt. Pierce; Florida Education Association.\n\nWilbur, G. E., Superintendent of Schools,\nJacksonville; Florida Education Associa-\n\nDirector.\n\ntion.\nDELAWARE\n\nGEORGIA\n\nBrown, Dr. Thomas P., President, State\n\nGibson,\n\nCarleton\n\nBoard of Education , Wyoming; Delaware\n\nSchools,\n\nState Education Association.\n\nAssociation.\n\nBurnett, Marguerite H., State Director\nAdult Education, Wilmington; Wilmington Teachers Association.\n\nInstruction,\n\nSuperintendent\n\nof\n\nMartin, W. P., Superintendent of Schools,\nGainesville; Georgia Education Association.\n\nHolloway, H. V., State Superintendent of\nPublic\n\nB. ,\n\nSavannah; Georgia Education\n\nDover;\n\nHAWAII\n\nEx-officio,\n\nBeers, Mrs. William H., Primary Super-\n\nState Director.\n\nHydorn, M. L. , Principal, Public Schools,\nFrederica; Delaware State Education As-\n\nvisor, Hilo Town Schools, Hilo ; Hawaii\nEducation Association.\n\nBeveridge, Kathryn B., Teacher, Papaikou ;\n\nsociation.\n\nKing, H. B. , Asst. State Superintendent in\n\nHawaii Education Association.\n\ncharge of Elementary Schools. Dover;\n\nChurchill, Mrs. Minnie H., Principal, Waia-\n\nDelaware State Education Association .\nWard, David A. , Superintendent of City\n\nlua, Oahu ; Hawaii Education Association.\nConwill, C. C. , Principal, Kekaha, Kauai;\n\nSchools, Wilmington; Wilmington Teachers Association.\nDISTRICT OF COLUMBIA\n\nBallou, F. W. , Superintendent of Schools,\nWashington ; Ex-officio.\n\nCrabtree, J. W., Secretary, National Education Association, Washington; Ex-officio.\n\nEly, Selden M., Supervising Prin. 5th Division, Gales School Building, Washington; Education Association of the District\nof Columbia.\n\nEnglish, Harry,\n\nChief Examiner, Public\n\nWashington;\n\nSchools,\n\nEx-officio,\n\nState\n\nHawaii Education Association.\n\nCook, Katherine Alma, Principal, Hanalei ,\nKauai ; Kauai Education Association.\nGrace, John, Jr. , Teacher, Kohala School,\nKamuela; Kohala Teachers Association.\nMookini, Mrs. Rose K. , Teacher, Lahaina,\nMaui; Hawaii Education Association.\n\nRobinson,\n\nO.\n\nW.,\n\nPrincipal,\n\nMakawao,\n\nMaui; Hawaii Education Association.\n\nSayers , E. V., Head of Department of Education, Territorital Normal School, Honolulu; Hawaii Education Association.\n\nWebling, G. H. , Supervising Principal, Honolulu Schools, Honolulu; Hawaii Education Association.\n\nDirector.\n\nHaworth, Ellis, Teacher, Eastern High\nSchool, Washington; High School Teachers Association of the District of Columbia.\n\nJensen, Emma A. , Teacher, Central High\nSchool, Washington; Education Association of the District of Columbia.\n\nMarsh, Allen T. , Teacher, McKinley High\nSchool, Washington; High School Teachers Association of the District of Columbia\nTennyson, J. Anna, Teacher , Junior High\nSchool, Washington; Education Association of the District of Columbia.\nTigert, John J. , U. S. Commissioner of\nEducation, Washington; Ex-officio, Life\n\nIDAHO\n\nBeam, L. W. , Principal, High School,\nIdaho Falls; Idaho State Teachers Ass'n.\n\nBreckenridge,\nJ. L., City Superintendent\nof\nSchools,\nCoeur d'Alene;\nIdaho State\nTeachers Association .\n\nDienst, Charles F. , City Superintendent of\nSchools, Boise;\nAssociation.\n\nIdaho\n\nState\n\nTeachers\n\nMiller, Colwell, Mrs., Rural Teacher, Meridian; Idaho State Teachers Association.\nPond, Charlotte, County Superintendent of\nSchools, Twin Falls; Idaho State Teachers\nAssociation.\n\nDirector.\n\nWilliams, Charl Ormond, National Education Association, Washington; Ex-officio,\n\nRussum, Elizabeth, Superintendent of Public Instruction, Boise; Ex-officio, State\nDirector.\n\nLife Director.\n\nSiders, Walter R. , Superintendent City\nSchools , Pocatello; Ex-officio, Member,\nExecutive Committee, Chairman Board of\n\nFLORIDA\n\nBlanton, R. S., County Superintendent of\nPublic\n\nInstruction,\n\nClearwater;\n\nCounty Education Association.\n\nPinellas\n\nTrustees.\n\nStout, Iva, Classroom Teacher,\nCity Teachers Association .\n\nPocatello;\n\n"}
{"page": 1125, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1064\n\nILLINOIS\n\nAbbe, Mary M. , Teacher, 6619 LaFayette\nAvenue, Chicago : Chicago Division, Illinois State Teachers Association.\n\nAnderson, Norman D., Teacher, 851 Belden\nAvenue, Chicago: Chicago Division, Illi-\n\nHays, Dudley Grant, Director of Visual\nEducation, 460 So. State Street, Chicago ;\n\nChicago Division, Illinois State Teachers\nAssociation.\n\nHeeney, Marie R., Teacher, 3650 N. Hamlin\nAvenue, Chicago; Lake Shore Division ,\nIllinois State Teachers Association .\n\nnois State Teachers Association.\n\nArmbruster, Bertha S. , Principal, 111 Gale\nAvenue, River Forest; Illinois State\nTeachers Association.\n\nBaker, Della F. , Principal , Geneseo ; Black\nHawk Division of Illinois State Teachers\nAssociation .\n\nBean, Estella, Teacher, 1108 Summit Ave.,\nE. St. Louis; Illinois State Teachers\nAssociation .\n\nState Teachers Association .\n\nHyndman, R. W., Superintendent of\nSchools, Canton; Illinois State Teachers\nAssociation.\n\nKinsey, Mrs.\n\nMay Owens, Kindergarten\n\nTeacher, 5452 Calumet Avenue, Chicago;\nChicago Division, Illinois State Teachers\nAssociation.\n\nBeers , G. D., Principal, 3925 Van Buren\nStreet, Chicago: Chicago Principals Club.\nof\nBerninger,\nHarriet,\nSuperintendent\nSchools, Allendale; Illinois State Teachers Association.\n\nBlair, Francis G. , State Superintendent of\nPublic Instruction, Springfield; Ex-officio.\n\nCallaway, J. H., 124 Smith Street, Kewanee;\nIllinois State Teachers Association.\n\nCheney, C. E., Superintendent of Schools,\nTaylorville; Illinois State Teachers Ass'n.\nClark, Edna O., Ohio ; Illinois Valley Division, Illinois State Teachers Association.\nClendenen, T. C. , Superintendent of Schools,\nCairo; Illinois State Teachers Association.\nCoats, Mrs. Carrie R. , Teacher, 23rd at\n49th Street, Chicago, Illinois State Teachers Association .\n\nConnor, Rose, Teacher, 1203 Benton Street,\nJoliet; Joliet Teachers Association.\n\nDean, H. A. , Superintendent of Schools,\nCrystal Lake; Northeastern Division, Illinois State Teachers Association.\n\nDonoghue, Mary V. , Teacher, 5538 Magnolia Avenue, Chicago ; Chicago Division,\nIllinois State Teachers Association.\n\nDougherty, Lillian, 3356 Adams Street, Chicago;\n\nHildebrand, L. E. , 1823 Orrington Avenue,\nEvanston; Lake Shore Division, Illinois\n\nChicago Division,\n\nIllinois State\n\nTeachers Association .\n\nDwyer, Mary F. , Teacher, 821 Ridge Ave. ,\nEvanston; Chicago Division, Illinois State\nTeachers Association.\n\nEarnest, W. W., Superintendent of Schools,\nChampaign; Illinois State Teachers Association.\n\nEllis , Lycurgus , Teacher, 560 Veroview,\nEast St. Louis; East St. Louis Teachers\nAssociation.\n\nLarge, J. M. , Township High School, Joliet;\n\nJoliet Township High School Teachers\nAssociation.\n\nLarson, Mrs. Anne B., Teacher, 11133 So.\nPark Ave. , Chicago ; Chicago Division ,\nIllinois State Teachers Association.\n\nLawson, Mrs. Maude, Teacher, Junior High\nSchool, Pekin; Pekin Teachers Club.\n\nLynch, J. I. , Mason City; Teachers Association of Mason County.\n\nLivingston, Mary B., Principal, 1368 East\n54th Street, Chicago: Chicago Division,\nIllinois State Teachers Association.\nLloyd, Hazel E. , 4152 West End Avenue,\nChicago; Chicago Division, Illinois State\nTeachers Association.\n\nMcDaniel,\n\nM.\n\nR., Superintendent, High\n\nSchool, Oak Park; Illinois State Teachers\nAssociation, Lake Shore Division.\nMcHenry, Ruth J. , 502 Maple Avenue, Blue\nIsland; Illinois State Teachers Association, Lake Shore Division.\n\nMcManus, J. B., Superintendent of Schools,\nLaSalle; Illinois State Teachers Ass'n.\n\nMollman , Mina, Teacher, 1640 St.\n\nLouis\n\nAvenue, East St. Louis; Grade Teachers\nFellowship Society.\nMoore, Robert C., Secretary, Illinois State\nTeachers Association, Carlinville; Ex-officio, Life Director.\n\nMorgan, W. P. , President, Illinois State\nTeachers College, Macomb; Illinois State\nTeachers Association.\n\nMull, Cora E. , Teacher, 4151 Berkeley Ave. ,\nChicago; Chicago Teachers League.\nNichols, F. W. , Central School, Evanston ;\nIllinois State Teachers Association, Lake\nShore Division.\n\nFarman, Lillian , 50 W. 110th Place, Chicago; Association of Assistants to Principals.\n\nOwen, William B., President, Chicago Normal College, Chicago\nEx-officio, Life\n\nFulwider, L. A. , Principal, High School ,\nFreeport; Illinois State Teachers Ass'n.\nGarden, Annie, Teacher, 422 Englewood\nAvenue, Chicago;\nChicago Teachers\n\nPesta, Rose A. , Principal, 1642 East 56th\n\nLeague.\n\nGilligan, Mrs. L. Belle, Teacher, 4128\nMonroe St. , Chicago Chicago Division,\nIllinois State Teachers Association.\nGoodhue, E. Louise, Teacher, 245 Linden\n\nAvenue,\n\nWilmette\n\nChicago\n\nTeachers\n\nLeague.\n\nGooding, Charles W. , Teacher, High School,\n607 W. Healey, Champaign; Champaign\nTeachers Association.\n\nHarden, Anna I. , Teacher, 1543 Sherwin\nAvenue, Chicago: Chicago Division, Illinois State Teachers Association.\nHarden, Frances E. , Teacher, 1548 Sherwin\n\nAvenue, Chicago, Illinois State Teachers\nAssociation .\n\nHartline, Mrs. Kate, High School Teacher,\nCairo; Illinois State Teachers Association.\nHaves, John A. , County Superintendent of\nSchools, Peoria; Illinois State Teachers\nAssociation.\n\nDirector.\nStreet, Chicago; Chicago Division,\nnois State Teachers Association.\n\nPlatt, G.\n\nE. ,\n\nIlli-\n\nSuperintendent of Schools,\n\nKeithsburg; Black Hawk Division of\nIllinois State Teachers Association.\nPost, Mrs. Harriet L., Teacher, 210 So.\n\nAshland Avenue, Chicago\nsion,\n\nChicago Divi-\n\nIllinois State Teachers Association.\n\nPowell, Margaret, Teacher, 1215 Winona\nAvenue, Chicago: Chicago Division, Illinois State Teachers Association.\nPreble, Mrs. F. Blanche, Teacher,\n\n6337\n\nStewart Avenue, Chicago: Chicago Division, Illinois State Teachers Association.\nPruitt, Edgar C., Superintendent of County\nSchools, Springfield; Sangamon County\nTeachers Association .\n\nRobson, Mary, Teacher, 1108 East 65th St..\nChicago; Chicago Division, Illinois State\nTeachers Association.\n\nSarver, Clifford, Superintendent of Schools,\nSpring Valley; Illinois State Teachers\nAss'n.\n\n"}
{"page": 1126, "printed_page": null, "text": "1065\n\nDELEGATES TO REPRESENTATIVE ASSEMBLY\nScragg, Lolo E., Teacher, 7216 Evans Ave.,\nChicago; Chicago Teachers League.\nScully, Susan, Teacher, 7630 Cornell Ave. ,\n\nAnthony, Antoinette, Teacher, 111 Kentucky Avenue, Evansville; Federation of\n\nChicago; Illinois State Teachers Ass'n.\nShiel, Kate, Teacher , 2010 Raymond Street,\n\nBogardus, F. S., 2312 N. 10th, Terre Haute;\n\nChicago; Chicago Divsion, Illinois State\nTeachers\n\nAssociation .\n\nPublic School Teachers .\nIndiana State Normal School.\nBurris, Benj . J. , President, Normal School,\nMuncie; Indiana State Teachers Ass'n .\n\nSilver, Xerxes, San Jose; Illinois State\nTeachers Association.\nSinden, Anne, Principal, 141 Wesley Ave. ,\n\nCarnahan, W. H. , Principal High School,\nBloomington; Indiana State Teachers As-\n\nOak Park ; Illinois State Teachers Association, Lake Shore Division.\nSlattery, Anise, Teacher, 6420 Newgard Avenue, Chicago: Chicago Division, Illi-\n\nCoons, Merle F., County Superintendent of\n\nnois State Teachers Association.\n\nSlattery, Jessie B., Teacher, 6420 Newgard\nAvenue, Chicago; Chicago Division, Illinois State Teachers Association.\n\nsociation.\n\nSchools , Crawfordsville;\nTeachers Association.\n\nIndiana\n\nState\n\nDearing, W. P., 110 Lucretia Street, Oakland City; Indiana State Teachers Ass'n.\nDuShane, Donald,\nSuperintendent\nCity\nSchools, Columbus; Indiana State Teachers Association.\n\nSmedley, Eva A., Teacher, 3780 Ellis Avenue, Chicago; Chicago Teachers Club.\n\nEmery, Annah E., Teacher, 21 Ruth Street,\n\nSmith, Robert R., 5719 S. Francisco Avenue,\n\nFink, Gertrude, Teacher, 1530 Grove Street,\n\nChicago; Chicago Division, Illinois State\nTeachers Association.\nSmith, Flozza, Teacher, Marshall; Illinois\nState Teachers Association.\n\nSparks, Mrs. Winnie E., 533 Diversey Parkway, Chicago; Chicago Division, Illinois\nState Teachers Association.\n\nSpickerman, R. J., Ottawa; Illinois Valley\nDivision, Illionis State Teachers Association.\n\nStorm, H. C., Superintendent of Schools,\nBatavia; Illinois State Teachers Ass'n.\nTeach, Nina, Principal, Astoria ; Illinois\nState Teachers Association.\n\nThalman, J. L. , Superintendent, 128 Key-\n\nHammond; Hammond Teachers Ass'n.\nLafayette; Lafayette Federation of Public\nSchool Teachers.\n\nForeman, J. W. , Superintendent of Schools,\nGoshen;\n\nFunk .\n\nIndiana State\n\nTeachers Ass'n.\n\nOlive, 511 E. 30th,\n\nIndianapolis ;\n\nNational Council of Administrative\nmen in Education.\n\nWo-\n\nGould, E. S. , Teacher, 3306 Indiana Avenue,\nFort Wayne; Fort Wayne Teachers Ass'n.\nGreen, Nell V., Principal, Indianapolis ,\nIndianapolis Branch of National Council\nof Administrative\n\nWomen in Education.\n\nHenn, Hallie, Teacher, 1211 E. Delaware\nStreet, Evansville; Federation of Public\nSchool\n\nTeachers.\n\nstone Avenue, River Forest; Proviso\nTownship High School.\nThalman, John W. , Superintendent, 432 Ash\n\nHiggins, Anna, Principal, 223 S. 13th Street,\n\nStreet, Waukegan; Waukegan Twp. High\nSchool.\nTheis, Ethel Anna, Minier; Illinois State\nTeachers Ass'n., Lake Shore Division.\n\nKing,\n\nThomas, Sarah L. , High School Teacher, 401\nKishwaukee Street, Rockford ; Ex-officio,\n\nLeffel, James M. , Superintendent City\nSchools, Warsaw; Indiana State Teachers\n\nSchools, Danville; Illinois State Teachers\nAvenue, Elmhurst; Chicago Division, IlliTeachers\n\nAssociation .\n\nVaughan, Nellie, Principal, 6018 St. Lawrence Avenue, Chicago, Illinois State\nTeachers Ass'n. , Lake Shore Division.\n\nWatts, Charles H., County Superintendent\nof Schools, Urbana ; Illinois State Teach.\nWashburn, Justine, County Superintendent\nof Schools , Rock Island; Black Hawk\nDivision of Illinois State Teachers Ass'n.\n\nWatson, Mina M. , 3216 Altgeld Avenue,\nChicago; Assocaition of Assistants to the\nPrincipals.\n\nWells, Dora, Principal, 5716 Dorchester\nAvenue, Chicago: Chicago Division, IlliState\n\nTeachers\n\nWinstrom, J.\n\nHarvey,\n\nAssociation.\n\nSuperintendent of\n\nSchools, Springfield; South Central Division, Illinois State Teachers Ass'n.\nZeeb, Frieda B. , 5051 Washington Blvd.,\nChicago; Chicago Division, Illinois State\n\nPrincipal,\n\nMuncie;\n\nTeacher,\n\nHigh\n\nSchool,\n\nIndiana\n\nGeneral Delivery,\n\nState\n\nTeachers\n\nAss'n.\n\nLemme, Carl , Principal, 49 Jefferson Avenue,\nEvansville ; Federation of Public School\nLyon ,\n\nLucille, Teacher, 983 Park Place,\n\nHammond;\n\nHammond\n\nTeachers\n\nAss'n.\n\nMcAdams, Emily, Teacher, 21 S. Arlington,\nIndianapolis; Indiana State Teachers Association.\n\nMaehling, Hildegarde, Teacher, 1857 Third\nAvenue, Terre Haute; Teachers Federation.\n\nTeachers\n\nPublic School Teachers of El-\n\nElwood;\nwood.\n\nMiesel, Sophia, Teacher, 610 S. First Street,\nEvansville; Federation of Public School\nTeachers.\n\nMoore, Ella, Teacher, 1115 Byron Street,\nHuntington; Huntington Teachers Council\nMurphy, Elizabeth, Teacher, 2523 Webster\nStreet, Fort Wayne; Fort Wayne Teachers Association.\n\nNewman, Eleanor, Cambridge City; Indiana\nState Teachers Association.\n\nPate, Lawrence, Teacher, 1209 Lincoln Way,\nWest,\n\nSouth Bend;\n\nSouth\n\nBend\n\nCity\n\nTeachers Association.\n\nAssociation.\n\nZipf, Ferdinand, Asst. Principal, 11923 Yale\nAvenue, Chicago ; Chicago Division, Illinois State\n\nF.,\n\nJennie,\n\nManring, Minetta , Principal, 1830 Main St. ,\n\ners Association .\n\nTeachers\n\nJohn\n\nRaub; Indiana State Teachers Ass'n.\n\nTeachers .\n\nAssociation .\n\nTurner, Mrs. Emma P. , 181 E. Grantley\n\nnois\n\nHull,\n\nAssociation .\n\nState Director.\n\nTuggle, L. A. , County Superintendent of\n\nnois State\n\nTerre Haute; Teachers ' Federation.\n\nAssociation.\n\nPlummer, Margaret, Principal, 541 West Hill\nStreet,\n\nQuivey,\nINDIANA\n\nAbbett, Merle, Principal, Bedford; Indiana\nState Teachers Ass'n .\n\nAley, Robert J. , President, Butler College,\nIndianapolis; Ex-officio, Life Direcor.\n\nWabash; Wabash City Teachers\n\nClub.\n\nMrs.\n\nTeacher, 309\n\nAlice,\n\nBerry Street, Ft.\n\nWayne ;\n\nFt.\n\nW.\n\nWayne\n\nTeachers Association.\n\nRay, Mrs. Mary, Principal, 3849 N. Delaware\n\nStreet, Indianapolis; Indiana State Teachers Association.\n\n"}
{"page": 1127, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1066\n\nRoberts, William C., County Superintendent\nof\n\nSchools ,\n\nBedford;\n\nIndiana\n\nPye, Charles F., 504 Yongerman Building,\n\nState\n\nDes Moines; Iowa State Teachers Asso-\n\nRobinson, Lulu J. , Teacher, 11 N. Seventh\n\nRoberts, T. R. , Superintendent of Schools,\n\nciation.\n\nTeachers Association.\n\nFederation of Public\n\nIndependence; Ex-officio, State Director.\n\nRoyster, Salibelle, Teacher, 726 Blackford\n\nSeerley, H. H. , President, State Teachers\nCollege, Cedar Falls; Iowa State Teachers\n\nStreet, Evansville;\nSchool Teachers.\n\nAvenue, Evansville; Federation of Public\nSchool Teachers .\n\nRupp, Carrie, Principal, 815 Maple Avenue,\nTerre Haute; Teachers Federation .\n\nSuperintendent of\nR.,\nShannon, John\nSchools, Danville; Indiana State Teach-\n\nAssociation,\n\nSmith, Calla, 1125 Paxton Street, Sioux\nCity; Sioux City Teachers Club.\nTaylor, H. M. , Superintendent of Schools,\nShenandoah; Iowa State Teachers Association.\n\nTowner,\n\ners Association.\n\nSmith, H. L. , Dean, School of Education ,\nIndiana University, Bloomington; Exofficio, State Director.\nSoules , Gertrude, Principal, R. R. E. , Terre\n\nMrs.\n\nMilton, 145 E.\n\n4th\n\nStreet,\n\nKenwood Park; Cedar Rapids Teachers\nAssociation,\nKANSAS\n\nHaute; Terre Haute Teachers Federation.\n\nSpohn, A. L., Principal, 1230 Jackson Street,\nHammond;\n\nHammond Teachers Associa-\n\ntion.\n\nSteele, Cora, Supervising Principal, 800 Potomac Avenue, Terre Haute; Ex-officio,\nVice-President.\n\nSuter, E. M. , Teacher, 3025 S. Clinton, Fort\nWayne; Fort Wayne Teachers Association.\nTrimble, Alta M., Dean of Girls, 1103 S. 6th\nStreet, Evansville; Indiana State Teachers\nAssociation.\n\nJewell,\n\nKansas\n\nState\n\nRoosevelt Hotel,\nTeachers\n\nTopeka;\n\nAssociation.\n\ntion.\n\nEvans, Vera, 724 Garfield, Kansas City;\nKansas City Grade Teachers Club.\nEwell, Katherine, 2204 N. 12th Street,\nKansas City, Junior High School Association.\n\nHang, Claudine, 730 Troupe Avenue, Kan-\n\nValentine, R. H. , Principal, 1125 Mourer\nStreet, New Castle City Teachers Association.\n\nWagoner, Marcia, Teacher, 312 N. Taylor\nSouth Bend;\n\nStreet,\n\nCock,\n\nDarnell, A. M. , Principal, High School,\nTopeka; Kansas State Teachers Associa-\n\nSouth Bend City\n\nTeachers Association.\n\nWilliams, Myrtle, Teacher, 705 % N. Mulberry, Muncie; Federation of Muncie\nPublic School Teachers.\nIOWA\n\nBlackmar, H. E., Superintendent of Schools,\nOttumwa; Iowa State Teachers Association.\n\nCain, Mrs. L. B. , 3301 Laurel Avenue, Sioux\nCity; Sioux City Teachers Club.\nCampbell, Macy, State Teachers College,\nCedar Falls ; Iowa State Teachers Association.\n\nCobb, Charles, 2116 St. Aubin, Sioux City ;\nSioux City Teachers Club.\nDuncan, Edith, North Junior High School,\nSioux City; Sioux City Teachers Club .\nSuperintendent of\nEaton, George D.,\nSchools, Clarion; Iowa State Teachers\nAssociation.\n\nFarmer, F. B. , Superintendent of Schools,\nStorm Lake; Iowa State Teachers Association.\n\nsas City; Kansas State Teachers Ass'n.\n\nHopkins, Edith, 1048 Sandusky, Kansas\nCity; Kansas City Grade Teachers Club .\nMcConnell, Ruth 4120 Thompson Street,\nTopeka;\n\nKansas State Teachers Associa-\n\ntion.\n\nNelson, Mary, Lincoln Hotel, Kansas City;\nKansas City Grade Principals Club.\nPearson , M. E. , Superintendent of Schools,\nKansas City; Ex-officio, State Diretcor.\nSchlagle, F. S., 1901 Elizabeth Street, Kansas City; Kansas State Teachers Association.\n\nScott, Eula, 1058 Oakland Avenue, Kansas\n\nCity; Du Bois Teachers Club .\nShowalter, Cora, 553 Washington, Topeka;\nKansas State Teachers Association.\n\nSmith, Nora E. , 2416 Washington Avenue,\nParsons\n\nParsons;\nciation.\n\nCity\n\nTeachers Asso-\n\nStout, A. J., Superintendent of City\nSchools, Topeka; Kansas State Teachers\nAssocation.\n\nStratton, Kate, 423 N. 17th, Kansas City;\nKansas City Grade Teachers Club .\nWeaver, Margaret, 2010 W. 38th, Kansas\nCity; Kansas City Grade Teachers Club.\nWelker, May, Teacher, Horace Mann\nSchool, Kansas City; Kansas State Teachers Association.\n\nFrancis, May E. , Superintendent of Public\nInstruction, Des Moines ; Ex-officio.\nHoffman, Mrs. A. H. , Commodore Hotel,\n\nKENTUCKY\n\nDes Moines; Iowa State Teachers Association.\n\nBache, Ada, 28 Eastover Ct., Louisville;\n\nHorchem, B. J. , 997 Locust Street, Dubuque; Iowa State Teachers Association.\n\nCooper, Dr. Homer E., Dean, Eastern Kentucky State Teachers College, Richmond;\nFaculty, Eastern Kentucky State Teachers\n\nKeller,\n\nLester E. , 2808 Arlington Avenue,\n\nDavenport; Scott County Teachers Association.\n\nLightall, Lora, 1234 2nd Avenue, N., Ft.\nDodge; Fort Dodge Teachers Federation.\nMcKee, Ida, 423 N. 5th Street, E. , Newton;\nIowa State Teachers Association.\n\nMartin, Frances E. , 723 Blondeau, Keokuk;\nElementary Teachers Club.\nNaumann, A. I., Sudlow Intermediate\nSchool, Davenport; Iowa State Teachers\nAssociation.\n\nNivling, Caroline T., 101 City Building,\nSioux City: Administration Club of the\nSioux City Schools.\n\nKentucky Education Association.\n\nCollege.\n\nDudley, C. E., Superintendent of Schools,\nHenderson; Kentucky Education Association.\n\nKornfeld, Louise, Teacher, Louisville Girls\nHigh School, Louisville; Kentucky Education Association.\n\nRagsdale, George, Instructor, Male High\nSchool, Louisville; Kentucky Education\nAssociation.\n\nRhoads , McHenry, State Superintendent of\nPublic Instruction, Frankfort; Ex-officio.\nStewart, Cora Wilson, Frankfort; Kentucky\nEducation Association.\n\n"}
{"page": 1128, "printed_page": null, "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\nStokes, Emma, Teacher, Louisville Public\nSchools , Louisville ; Louisville Education\nAssociation .\n\nStutz, Miss Ela, Teacher, Emerson School,\nLouisville ; Louisville Education Association.\n\n1067\n\nArnold, Melville A. , 29 Walnut Street, Everett; Massachusetts Teachers Federation.\nAtkins, Robert S., 481 Columbia Road, Boston; Massachusetts Teachers Federation.\n\nBatson,\n\nBertha R., Teacher, 162 Warren\n\nAvenue, Brockton; Brockton Grade Teachers Club .\n\nTaylor, Wm. S. , Dean, College of Education, University of Kentucky . Louisville;\n\nBrewer, Mrs. Donna M., Teacher, S. H.\n\nKentucky Education Association.\nWeibel, Elise, Principal , Emerson Grade\nSchool, Louisville ; Louisville Principals\n\nBuckminister, Pauline, Teacher, 7 Hamp-\n\nClub.\n\nWilliams, R. E., Secretary, Kentucky Education Association. Louisville ; Ex-officio,\nState Director.\nLOUISIANA\n\nDoerr, Loretta, Supervising Principal of\nSchools , New Orleans; Ex-officio, State\nDirector.\n\nGriffith, P. H., 1916 America Street, Baton\n\nSecretary,\n\nRouge;\n\nLouisiana\n\nTeachers\n\nAssociation .\n\nPhillips, Spencer, Principal, Public School,\nPelican; Louisiana Teachers Association.\nPotts, J. E. , Superintendent of Schools,\nLouisiana Teachers Associa-\n\nAlexandria;\n\nSchool , Everett ;\nFederation.\n\nMassachusetts Teachers\n\nshire, Everett; Everett Teachers Club .\n\nChace, Seth Howard, Superintendent of City\nSchools, Beverly; Massachusetts School\nSupt. Association.\nClark, Marion, 75 Monroe Street, Somerville; Massachusetts Teachers Federation.\n\nClarke, George B. , Superintendent of Schools,\nEast Pepperell; Massachusetts School\nSuperintendents Association.\nClement, Matilda, 22 Hampshire Street,\nEverett; Massachusetts Teachers Federation.\n\nConrad, Fannie M., Teacher, 620 Beach\nStreet, Revere; Revere Teachers Club .\nCostello, Mrs. Mary A. , 34 Blanchard Avenue, Rockland; Massachusetts Teachers\n\ntion.\n\nRichardson, E. S., Superintendent of Schools,\nLouisiana Teachers Association.\n\nMinden;\n\nRoy, V. L. , Principal, State Normal School,\nNatchitoches ; Louisiana Teachers Asso-\n\nFederation.\n\nCoveney, Katherine C., Teacher, George T.\nAngell School, Boston; Boston Teachers\nClub.\n\nHawes, Mrs. Martha J., 21 Fairmount AveMassachusetts\nEast Weymouth;\nnue,\n\nciation.\nMAINE\n\nTeachers\n\nBaker, Ellis D. , Teacher, Elementary School,\nSteuben; Washington Co. Teachers Asso-\n\nFederation.\n\nHowes , L. Gertrude, Teacher, 96 Winthrop\nStreet, Boston; Massachusetts Teachers\nFederation.\n\nciation.\n\nM.,\n\nSuperintendent\n\nof\n\nSchools, Caribou; Maine Teachers Asso-\n\nHunter, Florence E. , Teacher, 5 Craigie Circle, Cambridge Teachers Club .\n\nciation.\n\nIreland, Ralph P., Elementary Supervisor, 1\n\nGeorge\n\nCarter,\n\nChase, W. O. , Superintendent of Schools,\nOldtown; Maine Teachers Association .\n\nKimball, Caroline F. , Teacher, 29 Jackson\nStreet,\n\nLynn ;\n\nMassachusetts\n\nTeachers\n\nFederation .\n\nsociation.\n\nGilpatrick, Howard, Superintendent of\nSchools,\n\nNorth\n\nAnson;\n\nSomerset\n\nCo.\n\nTeachers Association .\n\nHale, Florence M. , State Agent for Rural\n\nEducation ,\n\nAugusta;\n\nPresident.\n\nKing,\n\nKent Circle, Gloucester ; Gloucester Teachers Association.\n\nCooper, Bessie, Instructor, Foxcroft Academy, Dover-Foxcroft ; Maine Teachers As-\n\nHelen M. ,\n\nEx-officio, ViceSupervising Principal ,\n\nNathan Clifford School, Portland; Maine\nTeachers Association .\n\nLaycock, Edith L. , Teacher, 23 Melvin\nStreet, Winter Hill; Somerville Teachers\nAssociation.\n\nLocke, Christina , Teacher, High School,\nWest Springfield; West Springfield Teachers Federation.\n\nLynch, John E. , 9 Stoneland Road, Worcester; President , Massachusetts Teachers\nFederation .\n\nLambert, Milton, Principal, High School,\n\nMcGrath, Grace A. , Teacher, 3 Castle Rock\n\nHoulton, Maine Teachers Association .\nNickerson , Frederick M. , Superintendent of\nSchools , Jay ; Maine Teachers Association .\nPartridge , John A. , Principal, High School,\nCaribou; Ex-officio, Acting State Director.\nRobinson , Helen M. , Deputy Superintendent\nof Schools , Portland; Portland Teachers\n\nStreet, Dorchester ; Boston High School\n\nAssociation .\n\nWomen's Club.\n\nMcSkimmon , Mary, Principal, Pierce School,\nBrookline; Ex-officio, State Director.\n\nMarkham , Myrtle, 57 No. Main Street , Natick;\n\nMassachusetts Teachers Federation.\n\nMellish, Anna Alfreda, Teacher, 59 Monument Avenue, Charlestown ; Boston Teach-\n\nSmith, Charles L. , Principal, High School,\nBelfast;\n\nMaine Teachers Association.\n\nThompson, J. B., Superintendent of Schools,\nMilo;\n\nMaine Teachers Association.\nMARYLAND\n\ners Club.\n\nNichols , Adella F. , Teacher. , George S. ,\nPaine School, Brockton; Brockton Teachers Association .\n\nO'Connor , Mary E. , 158 Highland Street,\nTaunton ; Faculty of Boston University,\n\nBurdick, William, State Supervisor of Physical Education, Baltimore ; Ex-officio, State\nDirector.\n\nHolloway, Wm. J., State Normal School,\nSalisbury; Maryland State Teachers Association.\n\nSchool of Education .\n\nReed, Ethel A. , 61 Chestnut Street, New\nBedford; Massachusetts Teachers Federation.\nRichardson , Arthur C. , Teacher, 51 Ninth\nAvenue, Haverhill ; Haverhill Teachers As-\n\nMASSACHUSETTS\n\nsociation.\n\nAbbott, Ardelle, Teacher, 71 Craigie Street,\nSomerville: Somerville Teachers Club .\nAllen, Grace M. , Teacher, 11 Linden Place,\nBrookline; Brookline Teachers Club .\n\nSampson , Ruby, Teacher , 98 High Street,\nBrockton;\nation.\n\nMassachusetts Teachers Feder-\n\n"}
{"page": 1129, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1068\n\nSanders, Wm. J., Teacher, 80 Chestnut\nStreet,\n\nHaverhill ;\n\nMassachusetts Teach-\n\ners Federation.\n\nSheehan,\n\nJulia A. ,\n\nPrincipal, Hunnewell\n\nSchool, Wellesley; Norfolk County Teachers Association.\n\nSmith, Payson, Commissioner of Education,\nBoston;\n\nEx-officio .\n\nSturgis, Annie M., Teacher, 10 Shaw Street,\nWest Newton; Newton Grade Teachers\nClub.\n\nSullivan, Julia E., 9 Marion Street, Charlestown; Boston Teachers Club .\n\nTucker, Richard D., Teacher, 611 Washington Street, Brookline; Brookline Teachers Club .\n\nWhipple, Dr. Frank L., 61 Maple Street,\nLynn; Massachusetts Teachers Federation .\nWilliston , Arthur L. , 27 Kilsyth Road,\nBrookline ; Massachusetts Teachers Federation.\nWoodward, Annie C., 144 School Street,\nSomerville; Middlesex County Teachers\n\nAssociation .\n\nPhelps, Grace, 5754 Second Blvd, Detroit;\nDetroit Teachers Association.\n\nQuackenbush , E. J., Principal, Angell School,\nHighland Park; Highland Park Teachers\nClub.\n\nRich, Fanny, 331 Budlong Street, Adrian;\nAdrian Teachers Club .\n\nRobison, Blanche H., 1012 E. University\nAvenue, Ann Arbor; Michigan State\nTeachers Association.\n\nRobison, Lillian J., 1012 E. University Ave. ,\nAnn Arbor; Michigan State Teachers Association.\n\nSaunders, Alice, 441 Norwood Avenue, S. E. ,\nGrand Rapids; Teachers Club .\nWalsh, Nellie L., 648 Crescent Street, N. E. ,\n\nGrand Rapids; Teachers Club.\nMINNESOTA\n\nAllee, Anne, 2739 17th Avenue S. , Minneapolis; Minneapolis Classroom Teachers\nAssociation .\n\nBauman, Helen, 81 Oliver Avenue North,\nMinneapolis; Minneapolis Division, Minnesota Education Association.\n\nMICHIGAN\n\nAndrews, Georgia, 405 Maple Street, Sault\nSte. Marie; N. E. A. of Sault Ste. Marie.\nBailey, Freida, 727 Prospect S. E. , Grand\nRapids; Grand Rapids Teachers Club .\nBennett, Ella , 227 S. Thayer, Ann Arbor ;\nMichigan State Teachers Association .\n\nBevier, Mrs. Effie, 1414 Bates Street, S. E. ,\nGrand Rapids ; Teachers Club .\n\nButler, L. A. , Superintendent of Schools,\nGrand Rapids, Michigan State Teachers\nAssociation .\n\nDrake , E. H., Superintendent of Schools ,\nKalamazoo ; Michigan State Teachers Association .\n\nErb , Grace Isable, 1206 Lake Drive, S. E.,\nGrand Rapids ; Teachers Club .\nEssery, Florence, County Commissioner of\nSchools , Court House, Ann Arbor; Michigan State Teachers Association .\nFink, Mrs. Jessie M. , Principal , Palmer\nSchool , Grand Rapids , Michigan State\nTeachers Association .\n\nFisk , Marjory E. , 403 Church Street, Ann\nArbor; Michigan State Teachers Associa-\n\nBarron, Nora, 738 Cromwell Avenue, St.\nPaul; Minneapolis Division,\nEducation Association.\n\nMinnesota\n\nBecker, Elsa, 10 East Second Street, Duluth;\nAtlantic Gateway Association.\n\nBell, Jane E., Jefferson Jr. High School,\nMinneapolis; Secretary, Minneapolis Teachers' League.\n\nBrown, Daisy, 407 S. 6th Street, Stillwater;\nSt. Paul Division, Minneapolis Education\nAssociation.\n\nByrnes , Mrs. Mary S. , 325 E. Franklin\nAvenue, Minneapolis ; Grade Teachers Section of the Minneapolis Teachers League.\nCesander, Paul K. , Superintendent of Schools,\nRushford; Minnesota Education Association.\n\nClancy, A. W., 502 Globe Building, Minneapolis; Minnesota Bookmen's Department.\nClark, Minnie, Lincoln School, South St.\nPaul; St. Paul Division of the Minnesota\nEducation\n\nAssociation.\n\nCowin, Edith, 907-5th Avenue, South, St.\nCloud; Minnesota Education Association.\nCurran, Catherine, 27 Thomas Avenue, Minneapolis; Minneapolis Division, Minnesota\nEducation Association.\n\ntion.\non , William A. , Strafford Arms, Grand\nGrees\nRapids; Grand Rapids Teachers Club.\nHead, Roy , 145 Griggs Street, S. E. , Grand\nRapids; Teachers Club.\nHopkins , Amy L., 403 Church Street, Ann\nArbor; Michigan State Teachers Associa-\n\nDoherty, Agnes E., Central High School, St.\n\ntion.on, Thomas E. , State Superintendent\nJohns\nof Schools , Lansing; Ex-officio, State Di-\n\nFrancis , Charles C., Principal, Sibley School,\nSt. Paul; Minnesota Education Associa-\n\nrector.\nKeyworth, M. R. , Superintendent of Schools ,\nHamtramck; Michigan State Teachers As-\n\nsociation.\n\nKnoohuizen , Miss, 1432 Wilcox Park Drive,\nS. E. , Grand Rapids, Teachers Club .\nMcLouth , Olive, 900 Oakland, Ann Arbor;\nMichigan State Teachers Association.\nMarsh, Alice L. , 2524 La Salle Gardens N. ,\nDetroit ; Michigan State Teachers Asso-\n\nPaul; Ex-officio (Board of Trustees).\nDrohan, Gertrude, South High School, Minneapolis; Minnesota Education Association.\n\nDuddles, R. E. , Superintendent of Schools,\nUlen; Minnesota Education Association.\n\ntion.\n\nGing, V. B. , 1226 E. Fifth Street, Duluth;\nAtlantic Gateway Association.\nHellesen, Anne E., 4700 Bryant Avenue\n\nSouth, Minneapolis ; Minneapolis Division,\nMinnesota Education Association.\n\nHollands, W. H., Superintendent of Schools,\nDeer River; Minnesota Education Association.\n\nHooper, Myrtle, 4046 Upton Avenue, South,\nMinneapolis; Minneapolis Division, Minnesota Education Association.\n\nciation.\n\nMerrill, Gertrude H.. Miller School, Springwells, Detroit; Michigan State Teachers\nAssociation.\n\nMerrill, John, Principal, Lingemann School,\nDetroit; Michigan State Teachers Asso-\n\nKammarren, Abbie M. , 2629 Fremont Avenue, Minneapolis; Grade Teachers Section of the Minnesota Teachers League.\nKeckefoth, Ethel, 1326 S. E. 8th Street,\n\nMinneapolis; Minneapolis Division, Minnesota Education Association.\n\nciation.\n\nPearce, Daniel W. , 1004 Olivia Street, Ann\nArbor: Michigan State Teachers Associa-\n\nKimball , Florence, 143 Orlin Avenue S. E. ,\nMinneapolis; Minneapolis Classroom\nTeachers Association.\n\ntion.\n\n"}
{"page": 1130, "printed_page": null, "text": "1069\n\nDELEGATES TO REPRESENTATIVE ASSEMBLY\nMacLean, R. B., President, Teachers College, Moorhead ; Minnesota Education As-\n\nMaddox, John J. , Superintendent City\nSchools, St. Louis, Missouri State Teachers Association.\n\nsociation.\n\nMayo, Robert J. , Superintendent of Public\n\nInstruction, Hopkins; Minneapolis Division, Minnesota Education Association.\nMoran, Mrs. Brett, Curtis Hotel, Minneapolis; Junior High Association.\n\nMcConnell, J. M. , Commissioner of Education, St. Paul;\n\nEx-officio.\n\nNewell, Esther, 3505 Portland Avenue, Minneapolis; Grade Teachers Section of the\nMinnesota Teachers League.\n\nRay, Charlotte D., Hampshire Arms, Min-\n\nneapolis; Grade Teachers Section of the\nMinnesota Teachers League.\n\nRichards, Mary L. , 84 Spruce Place, Minneapolis; Grade Teachers Section of the\nMinnesota Teachers League.\n\nScofield, Harriet, 3017 Park Avenue, Minneapolis;\n\nMinneapolis Classroom Teachers\n\nAssociation .\n\nSchulz, C. G. , 919 Pioneer Building, St.\nPaul; Secretary , Minnesota Education As-\n\nMartin, Martina, Teacher, 9092 Robidoux\nStreet, St. Joseph; St. Joseph Teachers\nAssociation.\n\nRallis , Mary, Teacher, 6929 Jefferson, Kansas\nCity; Kansas City Teachers Club .\nRiddle, Anna, Teacher, 217 N. 13th Street,\nSt. Joseph; St. Joseph Teachers Association.\n\nRitchie, Mrs. May V., Teacher, 516 West\n7th, Sedalia; Community Teachers Association.\n\nStarkes , Ardella, Teacher, 2321 Lydia Avenue, Kansas City; The Council of Negre\nTeachers.\n\nThompson, Anna M., Teacher, Haddon Hall,\nKansas\n\nCity,\n\nMissouri\n\nState\n\nTeachers\n\nAssociation.\n\nToomey, Grace, Teacher, 3622 Michigan ,\nKansas City; Kansas City Teachers Club.\nWhite, Elizabeth L. , Teacher, 307 S. Maquire Street , Warrensburg; Missouri State\nTeachers Association .\n\nsociation.\n\nShephard , W. H., North High School, Minneapolis ; Ex-officio, State Director.\nShove, Helen B., Principal , Longfellow\nSchool, Minneapolis ; Ex-officio, VicePresident.\nSmith , Dora U., High School, Minneapolis;\nMinneapolis Division, Minnesota Education Association.\n\nSnodgrass, Belva, 309 3rd Street, N. W. ,\nRochester; Rochester Education Association.\n\nSorensen , R. R., Superintendent of Schools,\nTracy ; Minnesota Education Association.\nSullivan, Alice, 208 E. 6th Street, Duluth;\nAtlantic Gateway Association.\nVertz , Mrs. Leila , 3730 Pleasant Avenue,\n\nMinneapolis; Grade Teachers Section of\nthe Minnesota Teachers League.\n\nYoung, Leonard D., 1422 E. 3rd Street,\nDuluth; Atlantic Gateway Association.\n\nWhiteford, J. A., Superintendent, Cape Girardeau; Elementary Principal Association\nof Kansas City.\nΜΟΝΤΑΝΑ\n\nBrandt, Rose K. , Rural Supervisor, Department of Public Instruction , Helena ; Montana Education Association.\n\nGrandey, C. W. , Superintendent of Schools ,\nTerry; Montana Education Association.\nShoup, Mittie, Principal, Roosevelt School,\nMissoula; Montana Education Association,\nNEBRASKA\n\nAustin, Mary N., 630 Park Avenue, Apartment 23, Omaha\n\nOmaha School Forum.\n\nBeveridge, J. H. , 601 City Hall, Omaha;\nNebraska State Teachers Association.\n\nBowen, Bess, 2520 Vine Street, Lincoln ;\nMISSISSIPPI\n\nTaylor , W. N.. 425 Edwards Hotel Building,\nJackson; Mississippi Education Associa-\n\nLincoln Teachers Association.\n\nBracken,\n\nAngeline,\n\n4913\n\nChicago\n\nStreet,\n\nOmaha; Omaha School Forum.\n\nClark,\n\nI.\n\nN..\n\n2832\n\nP.\n\nStreet,\n\nLincoln;\n\nNebraska State Teachers Association.\n\ntion.\nMISSOURI\n\nCarter , E. M. , Sec. , Missouri State Teachers\nAssociation , Columbia ; Ex-officio, State\n\nCompton,\n\nMaude,\n\n5615\n\nHoward\n\nStreet,\n\nOmaha; Omaha School Forum.\n\nFoster, Mary E. , 2237 Jones Street, Omaha ;\nOmaha School Forum.\n\nDirector.\n\nDailey, A. L. , Principal, 2815 Faroar Street,\nSt. Joseph: St. Joseph Division, Missouri\nState Teachers Association.\n\nDobbs. Ella V., Professor , University of\nMissouri , Columbia ; Missouri State Teach-\n\nGoodrich,\nLincoln;\n\nLincoln Teachers Associatino.\n\nTeachers Association.\n\nLawrence ,\n\ners Association .\n\nFair, Eugene, President-elect, State Teachers\n\nMrs. T. V. , 1219 South 27th,\n\nHosman, Everett, M., 311 Fraternity Building, Lincoln Secretary, Nebraska State\nNancy,\n\n3310\n\nMyrtle\n\nAvenue,\n\nOmaha; Omaha School Forum.\n\nCollege, Kirksville ; Missouri State Teachers Association .\n\nLefler, M. C. , 2101 Sewell Street, Superintendent of Schools, Lincoln ; Ex-officio,\n\nGreene, C. A. , Superintendent, 1615 Edmond\nStreet, St. Joseph; Missouri State Teach-\n\nMartin, George E., 932 W. 24th Street,\n\ners Association .\n\nHendricks , E. L. , President, Teachers College, 217 E. Gay Street, Warrensburg ;\nMissouri State Teachers Association .\n\nKirk, John R. , President, Teachers College,\nKirksville ; Missouri State Teachers Association.\n\nKearney; N. E. A. Unit of Kearney State\nTeachers College.\n\nMatthews,\nOmaha;\n\nMarie,\n\n1515\n\nPark\n\nAvenue,\n\nOmaha School Forum.\n\nMuir, Sara T. , 1801 South 17th Street, Lincoln; Nebraska State Teachers Association.\n\nOliver, Katharine (Mrs.), Ft. Crook Build-\n\nLain, Nell E., Teacher, 4518 Montgall,\nKansas City; Kansas City Teachers Club.\nLamkin , Uel W., President, Teachers College. Maryville ;\n\nState Direcor .\n\nMissouri State Teachers\n\nAssociation.\n\ning, Omaha\n\nPound,\n\nOlivia,\n\nOmaha School Forum.\n\n1632\n\nL Street,\n\nLincoln;\n\nNebraska Woman's Educational Club .\n\nProctor, Margaret, 347 South 14, Lincoln;\nLincoln Teachers Association .\n\nLongshore, W. T. , Principal, 520 W. 40th\n\nPyrtle, E.\n\nRuth, 609 South 14th Street.\n\nStreet. Kansas City; Missouri State Teach-\n\nLincoln:\n\nNebraska Woman's Educational\n\ners Association .\n\nClub.\n\n"}
{"page": 1131, "printed_page": null, "text": "TS ASSOCIATION\n\nNATIONA\n\n1068\n\nResmer Emile.\nesit. Patetautom\nRvor Ann R\n\nSanders , Wm. J. , Teacher, 80\nStreet, Haverhill ; Massachusett\n\nCry, New Jerse\n\ners Federation .\n\nSheehan ,\n\nA. ,\n\nJulia\n\nPrincipal,\n\nH\n\n,t Ide C.wP\nSarganrson\nNe\n\nSchool , Wellesley ; Norfolk Count\n\nPete :\nAsociation\n\ners Association .\n\nSmith, Payson , Commissioner of E\nBoston ;\n\nSweeney Cartie\n\nEx-officio.\n\nAlantic City\n: Ber\n\nSturgis , Annie M. , Teacher, 10 Sha\nWest Newton ;\n\nAuncation\n\nNewton Grade\n\ns R.A.\n, Cha\nWatan\nool,rle\nLittle Falls Je\nScr\n.\nTracters Association\nWasan Sarah P.M\nSewart: Newar's Tan\nTrang Miss Theodos\n: Hacke\nExckensack\n\nClub.\n\nSullivan, Julia E. , 9 Marion Street\ntown; Boston Teachers Club .\n\nTucker , Richard D. , Teacher , 611\nton Street, Brookline ; Brooklin\ners Club .\n\nWhipple, Dr. Frank L., 61 Map\nLynn; Massachusetts Teachers F\nWilliston , Arthur L. , 27 Kilsy\nBrookline ;\n\nMassachusetts\n\nNEW MEL\n\nTeac\n\neration.\n\nCaves Mrs. Alda Com\nSchoois, Santa Fe\n\nAssociation .\n\nDey W. G.\n\nWoodward , Annie C. , 144 Scho\nSomerville ; Middlesex County\n\nAssociation,\n\nTo\n\nS\n\nCarisbad:\n\nSchools,\n\nMICHIGAN\n\nAssociation,\n\nBestes\n. Isabella L\n... Sta\nS\nc Instruction\nPuhe\nor\nStane Direct .\nBos, Mary. Direcra\n\nAndrews , Georgia , 405 Maple St\nSte. Marie ; N. E. A. of Sault\nBailey , Freida , 727 Prospect S.\nRapids; Grand Rapids Teacher\nBennett , Ella, 227 S. Thayer , A\n\nSuver City, New\nCollege\n\nMichigan State Teachers Asso\n\nNEW\n\nBevier , Mrs. Effie, 1414 Bates St\nGrand Rapids ; Teachers Club.\nButler , L. A. , Superintendent\nGrand Rapids : Michigan Sta\n\nen Grace A., Tea\nAvenue, Mt. Verne\nn\ners Associatio .\n\nAssociation .\n\nDrake , E. H., Superintendent\n\nAsh\n. Mildred, Teach\nBinghampton; Bun\n\nKalamazoo ; Michigan State T\nsociation .\n\nErb , Grace Isable , 1206 Lake I\nGrand Rapids ; Teachers Cl\nEssery, Florence , County Com\nSchools , Court House, Ann /\nigan State Teachers Associat\nFink , Mrs. Jessie M. , Princ\nSchool , Grand Rapids : Mi\n\nBlace Katherine\nBich Street, New\nof Public School\nBoone\n. Lisley, Teas\nNew York City\n\nCA\n..\n\nn\ners Associatio.\n\n-\n\nr\n\nmcca\n\nTeachers Association .\n\nFisk, Marjory E. , 403 Church\nArbor; Michigan State Tea\n\nn\nAssociatio .\n\ntion.\n\nGreeson , William A. , Strafford\n\nRapids ; Grand Rapids Teac\n\n,\nша\n\n٢ ‫فلك‬\n٢١‫لا‬\n\nто\n\n3.\n\nHead , Roy, 145 Griggs Street\nRapids ; Teachers Club.\n\n-\n\nHopkins , Amy L. , 403 Chur\n\ndergarten Ass\nDon, Helen,\n\n, Yew Bruns\n\nDelbear, Kather\nNew Rochell\nAssociation.\n\ntion.\n\nA\n\nS\nME\n\nrector.\n\nKeyworth , M. R., Superinter\nHamtramck ; Michigan St\nsociation .\n\nBetson Street\nK.\nAsso\nSewJersey Stare Teachers\n\nKnoohuizen , Miss , 1432 Wi\nS. E. , Grand Rapids, Te\n\nMcLouth , Olive , 900 Oakl\nMichigan State Teachers\n\nsant Avenue\n230 Limm\nMy Emma A.\na. New\nBrunswick Puitic\nTeaters Ca\n\nMarsh, Alice L. , 2524 La\n\nMorra Charen A. Country Superintendent\n\nMichigan Stat\n\nTos Rer, New Jersey State\n\nMerrill, Gertrude H. , Mil\n\n409 Knickerbocker Ave\nOutin Harriet\nPaterson: New Jersey State Teachers\n\nDetroit;\nciation.\n\nwells, Detroit; Michig\nAssociation.\n\nMerrill, John, Principal ,\nDetroit; Michigan Sta\nciation.\n\nPearce, Daniel W., 1004\nArbor; Michigan Stat\ntion.\n\nCarpenter, Winifr\nRoad, New R\nNew Rochelle.\nCan Flora\nAvenue, Mt.\n\ne Cutters do\nlearney ar\ne\nn New Jersey Stat\nme . Cimo\n\nArbor ; Michigan State Te\nJohnson , Thomas E., State\nof Schools , Lansing ; Ex-c\n\nBurnerfield, R. L..\nSchool\n, Roches\n\n.\nTeachers Asociation\nArace\nAserc anion.\n\nPaul, Harriet B., 673 Rutherford Avenue,\n\nTrenton,\nNew Jersey State Teachers AssoCiation、\nSarah,\nPerry,\nR. 6, Trenton; Trenton Teachers Club.\nPhillips, H. H., Montgomery St. School.\nNewa\nNew Jersey State Teachers Associa\ntiork:\nn,\n\nNew York C\nn\nservatio .\n\nFinegan, Thom\n\ncation Servic\nMember Boa\n\nGallup, Jacrkso\nRocheste:\ntion.\n\nGay. A. E.. T\nport; Lock\ntion.\n\nHolmes, Mar\n\nSchool, 500\nJunior Hig\nJohnson, C.\nAvenue, M\n\ners Associa\n\nJones, Olive\n120. New\nPresident.\n\n"}
{"page": 1132, "printed_page": null, "text": "R., Principal, 3177 Bedford\nlyn; High School Teachers\n\nMacLean, R. B., President.\n\nlege, Moorhead;Minnesots\n\nClark, Alice, 118 Franklin Avenue, Salem;\nOhio State Teachers Association.\n\nDe Mar, Sarah, Norwood; Norwood Teach-\n\nsociation,\n\nary, Teacher, Public School\nBrooklyn Teachers Asso-\n\nMayo, Robert J., Superin\n\nInstruction, Hopkins; M\nion, Minnesota Educat\nMoran, Mrs. Brett, Car\nlis; JuniorHigh Assc.\nMcConnell, J. M.,Co\ncation, St. Paul; Ex\nNewell, Esther, 8505\nneapolis; GradeTe\n\ners Association.\n\nVernon; Mt. Vernon Teach-\n\nDick, L. C. , Superintendent of Schools, London; Ohio State Teachers Association.\nDombaugh, Alice L. , 283 N. State Street,\nMarion; Marion City Teachers Associa-\n\nett C., Principal,\n\nErwine , R. H., Director of Research, Ak-\n\nL. B. , Teacher, 20 Park\n\ntion.\n\nPublic\n\nueens , Richmond Hill, New\nx-officio, State Director.\n\neacher, 136 Rutland Road,\nDoklyn Teachers Association.\nD. , Professor, Teachers\nnbia University, New York\nio, Life Director.\nG. , Teacher, 8 Hamilton\n\nMinnesota Teache\n\nay, Charlotte D.,\n\nneapolis; Grade \"\n\nMinnesota Teach\nchards, Mary L\npolis: Grade\n\ners; Yonkers Teachers Asso-\n\nMinnesota Tea\n\n\". E., Teacher, 8 Hamilton\n\nheld, Harrie\nDolis; Minz\n\ners; Yonkers Teachers Asso-\n\nssociation.\niz, C. G\nol: Secre\nciation.\n\nTH CAROLINA\n\nron; Southeastern\nAssociation.\n\nOhio\n\nState\n\nTeachers\n\nEvans , W. A., R. F. D. No. 10, Madisonville: The Cincinnati Teachers Association.\n\nFolk, Curtis J. , 419 W. Lincoln Street, Findlay; Findlay Organziation affiliated with\nNational Education Association.\n\nFoster, Grace, 1987 E. 81st Street, Cleveland; Cleveland Teachers Federation.\nFrauz , G. F. , Carson School, Cincinnati ;\nElementary Principals Club of Cincinnati.\nGoodall, Josephine, 5325 Edgewater Drive,\nToledo; The Toledo Teachers Association.\nHanselman , C. F. , Principal, Washburn\nSchool, Cincinnati ; Ohio State Teachers\nAssociation.\n\nate Superintendent of Public\naleigh; North Carolina Edu-\n\nhard, W\n\npolis;\n\nH\nbol,\nider\n\nSuperintendent of Schools ,\nrham\n\nHarlor, Mrs. Margaret King , 1851 Charles\nRoad, E. Cleveland, Ohio State Teachers\nAssociation.\n\ntion.\nEducational\n\nTeachers\n\nHibbard, Laura, No. 2 The Seville, Cincinnati; Ohio State Teachers Association.\n\nHindman, Mrs.\n\nD\n\nSuperintendent of Township\ngh; North Carolina Educa-\n\ner\n\non.\n\n2\n\n=\n\n1071\n\nDELEGATES TO REPRESENTATIVE ASSEMBLY\n\nDELEGATE\n\nH., President, East Carolina\nlege, Greenville; Ex- Officio,\n\nLorain;\n\nMartha, 1877 E. 32 St. ,\n\nLorain\n\nTeachers\n\nClub.\n\nHolycross, H. W. , Superintendent of County\nNormal School, West Liberty; Logan\nCounty Teachers Association.\nHottendorf, Elizabeth, 810 Richmond, Cincinnati; The Cincinnati Teachers Asso-\n\nr.\n\nciation.\n\nRTH DAKOTA\n\nHuston, Nellie , 305 N. Madriver Street,\nBellefontaine; Bellefontaine Teachers Asso-\n\ntate Rural School Inspector,\nth Dakota Education Asso-\n\nciation.\n\nJacobs, Floy, 1115 Horace Street, Toledo ;\nThe Toledo Teachers Association.\n\n902-8th Street, North, Fargo;\nEducation Association.\na\n\nKeller, Chloe E., Lorain ; Ohio State Teach-\n\nC., Secretary, State Teachers\nWashburn; Ex-officio, State\n\nKeyser, R. Florence, 334 Swallow, Warren ;\nWarren City Teachers Association.\nKiefer, R. J., Superintendent of Schools,\n\nJ. , State Superintendent of\naction, Bismarck; Ex-officio.\nCarrington, North Dakota\n\nKingsbury,\n\nNiles;\n\nEx-officio , State Director.\n\nRoad,\n\nCarrie H. , 3005 Scarborough\nHeights;\n\nCleveland\n\nssociation.\n\nDakota Education Associa-\n\nLake, Charles H., Board of Education, Cleveland; Ohio State Teachers Association.\nLeonard, A. R., 364 Weber Road, Columbus ;\nColumbus Teachers Federation.\n\nOHIO\n\nleveland Teachers Federation .\n\nLiebman, Lotta B. , Roosevelt Jr. High\nSchool, Lee Road, Cleveland Heights;\nCleveland Heights Teachers Association.\nLindeman , Norma , 7504 Coleridge Avenue,\nCleveland Heights; Cleveland Teachers\n\nΑ. , 200 Old Court House,\nCuyahoga County Teachers\n\nMcCreery,\n\nla, 1264 Elm Street, Cincinncinnati Teachers Association .\n\nCounty Teachers Institute.\nMcFarland, Christena, 211 E. Atlantic St. ,\nWarren; Warren City Teachers Associa-\n\nie, 518 Washington Avenue,\nin Teachers Club.\n\nLucy, 1265 Parkwood Drive,\n\nSuperintendent of Schools ,\nState Teachers Association.\n\nM., 18 Orchard Court, WarCity Teachers Association .\n1301 W. 108th Street, Clevesood Teachers\n\nAssociation .\n\n334 Woodlawn\n\nAvenue,\n\nh,\n\nThe Zanesville Teachers Asso-\n\nFederation .\n\nSusan,\n\nBrecksville;\n\nB.. Ohio University, Athens ;\nTeachers Association.\nBoard of Education , Akron ;\nTeachers Association .\nMary G., Hotel London, LonState Teachers Association.\n\nCuyahoga\n\ntion.\n\nMcLaughlin, Mrs. Mattie, 337 School Street,\nBradford; Ohio State Teachers Association.\nMcIntire, B. B., 1014 N. Limestone Street,\nSpringfield, Ohio : Ohio State Teachers\nAssociation.\n\nMcMyler, H. T. , Center Road, Cleveland ;\nCleveland Teachers\n\nFederation.\n\nMahaffey, C. E. , Rudolph\n\n:\n\nCleveland\n\nTeachers Federation.\n\nuperintendent of City Schools.\n1\n\ners Association.\n\nWood County\n\nTeachers Association.\n\nMarple, Charles A. , 6801 Euclid Avenue,\nCleveland; Cleveland Teachers Federation.\nMaurer, George C., Superintendent of Schools,\nWooster; Ohio State Teachers Association.\n\n"}
{"page": 1133, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1070\n\nShuman, Eva B., County Superintendent of\nSchools, Fairbury; Nebraska State Teach-\n\nReyhner, Emilie, 281 Governor Street, Pat-\n\ners Association,\nSwitzer , Edna, 318\n\nRyder, Ann E. , 10 Olean Avenue, Jersey\nW. 13th Street, Grand\n\nIsland; Nebraska State Teachers Associa-\n\nerson; Paterson Teachers Association.\n\nCity; New Jersey State Teachers Association.\n\nSargeant, Ide G., Principal, School No. 10,\n\ntion.\n\nSwitzer, Agnes , 818 W. 13th Street, Grand\nIsland; Nebraska State Teachers Associa-\n\nPaterson;\n\nNew\n\nJersey\n\nState\n\nTeachers\n\nAssociation.\n\nSweeney, Carrie M., Junior High School,\n\ntion.\n\nNebraska\n\nAtlantic City; New Jersey State Teachers\n\nTompsett, Ruth, 5632 Jones Street, Omaha,\n\nWalton, Charles E. A. , Supervising Principal\nof School, Little Falls; New Jersey State\n\nThompson ,\n\nL.\n\nMarie,\n\nLincoln;\n\nAssociation.\n\nState Teachers Association.\nOmaha School Forum.\n\nWest, Parl, P. O. Box 392, Gothenburg;\nNebraska State Teachers Association.\n\nWilcox,\n\nMarian, 3400 T Street, Lincoln;\n\nLincoln Teachers Association.\n\nTeachers Association.\n\nMorton Street School,\n\nWatson, Sarah F. ,\n\nNewark; Newark Teachers Association.\n\nWhiting, Miss Theodosia, 166 State Street,\n\nWoodburn, Edith, 919 South 12th Street,\nLincoln; Lincoln Teachers Association.\n\nHackensack; Hackensack Teachers Association.\n\nMEXICO\n\nNEW\nNEVADA\n\nKneymeyer, Bertha C. , Principal , Elko\nCounty High School, Elko; Nevada State\n\nChaves, Mrs. Alda, County Superintendent\nof Schools , Santa Fe; New Mexico Education Association.\n\nEducational Association.\n\nW.\n\nDonley,\nNEW\n\nG.,\n\nSuperintendent of City\n\nSchools, Carlsbad;\n\nHAMPSHIRE\n\nNew Mexico Educa-\n\ntion Association,\n\nBenezet, L. P., Superintendent of City\nSchools, Manchester; New Hampshire\nState Teachers Association.\n\nEckles, Isabella L. , State Superintendent of\nPublic Instruction, Santa Fe; Ex-officio,\nState Director.\n\nDoody, Stephen A. , Head Master, Stevens\nHigh School, Claremont; New Hampshire\nState Teachers Association.\n\nEckles, Mary, Director, Teacher Training,\nSilver City; New Mexico State Teachers\nCollege.\n\nQuimby, Anna Dell, Teacher, 28 S. Main\nStreet, Rochester; Strafford County Teach-\n\nNEW\n\nYORK\n\ners Association.\n\nQuimby, L. May, Teacher, Madison; Carroll\nCounty Teachers Association.\n\nAllen, Grace A. , Teacher, 226 Westchester\nAvenue, Mt. Vernon; Mt. Vernon Teachers Association.\n\nNEW JERSEY\n\nAsh, Mildred, Teacher, 9 Charlotte Street,\nBinghampton; Binghamton Teachers Asso-\n\nBarr, Morris L. , 64 N. 9th Street, Newark;\nNewark Teachers Association .\n\nBerry, Bess,\n\n101 29th Street,\n\nWoodcliff;\n\nWest New York Teachers Association.\nBrick, Francis A. , High School, Bayonne;\n\nNew Jersey State Teachers Association.\nChase, L. S., Glenfield School, Montclair;\nNew Jersey State Teachers Association.\n\nClaxton, Matilda R. , 374 Diamond Bridge\nAvenue, Hawthorne;\nAssociation.\n\nPaterson\n\nTeachers\n\nciation.\n\nBlake, Katherine D. , Principal, 101 West\n85th Street, New York City; Association\nof Public Schools, 6, 53, 151 and 190.\nBoone, Ilsley, Teacher, 71 West 23d Street,\nNew York City; New York State Teachers Association.\n\nButterfield, R. L. , Principal, Charlotte High\nSchool, Rochester; Rochester Teachers\nAssociation.\n\nDyke, Charles B., Superintendent of Schools,\n\nCarpenter, Winifred G. , Teacher, 121 Clove\nRoad, New Rochelle; Teachers Club of\n\nShort Hills; Ex- officio, State Director.\nHartman, Winfield, South Side High School ,\n\nNew Rochelle.\nColvin, Flora M. ,\n\nNewark; New Jersey State Teachers Association.\n\nHaver, Jennie M. , Clinton; New Jersey State\nTeachers Association.\nJenkins, R. A., High School, New Brunswick; Public School Teachers Club .\n\nKlages, Josephine R. , 602 Benson Street,\nCamden; New Jersey State Teachers Association.\n\nMcCoy, Emma A. , 230 Livingston Avenue,\nNew Brunswick\nNew Brunswick Public\nTeachers Club .\n\nTeacher,\n\n357\n\nBedford\n\nAvenue, Mt. Vernon; Public School Kindergarten Association of New York City.\nDillon, Helen, Teacher, 4031 Park Avenue.\nNew York City; Blind and Sight Conservation.\n\nDolbear, Katherine E., Teacher, High School,\nNew\n\nRochelle;\n\nNew\n\nRochelle\n\nTeachers\n\nAssociation .\n\nFinegan, Thomas, President, American Education Service, New York City; Ex-officio,\nMember Board of Trustees.\n\nMorris, Charles A. , County Superintendent\n\nGallup, Jackson, Principal, No. 18 School,\nRochester; Rochester Teachers Associa-\n\nofSchools , Toms River; New Jersey State\nTeachers Association .\nOutwin, Harriet J. , 409 Knickerbocker Ave-\n\nGay. A. E. , Teacher, 69 Hyde Park, Lockport; Lockport City Teachers Associa-\n\nnue, Paterson; New Jersey State Teachers\nAssociation.\nPaul, Harriet B. , 673 Rutherford Avenue,\nTrenton; New Jersey State Teachers Association.\n\nPerry, Sarah, R. 6, Trenton; Trenton Teach-\n\nH.\n\nH. , Montgomery St. School.\n\nNewark; New Jersey State Teachers Association.\n\ntion.\n\nHolmes, Margaret C. , Teacher, Jr. High\nSchool, 500 Park Avenue, New York City;\nJunior High School No. 96, Manhattan.\nJohnson, C. Bishop, Teacher, 409 Union\nAvenue, Mt. Vernon; Mt. Vernon Teachers Association.\n\ners Club .\n\nPhillips,\n\ntion.\n\nJones, Olive M., Principal, Public School\n120, New York City; Ex-officio, VicePresident. Member,\n\nExecutive Committee.\n\n"}
{"page": 1134, "printed_page": null, "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\n\nLasher, William R. , Principal, 3177 Bedford\nAvenue, Brooklyn ; High School Teachers\nAssociation.\n\nMendelsohn, Henry, Teacher, Public School\n115, Brooklyn; Brooklyn Teachers Association.\n\nMilligan, Grace L. B. , Teacher, 20 Park\nAvenue, Mt. Vernon; Mt. Vernon Teachers Association.\n\nPeixetto, Bridgett C. , Principal, Public\nSchool 108, Queens, Richmond Hill, New\nYork City; Ex-officio, State Director.\nRyan, Helen, Teacher, 136 Rutland Road,\nBrooklyn; Brooklyn Teachers Association.\nStrayer, George D. , Professor, Teachers\nCollege, Columbia University, New York\nCity; Ex-officio, Life Director.\nWorthington, F. G. , Teacher, 8 Hamilton\nAvenue, Yonkers ; Yonkers Teachers Association.\n\nWorthington, W. E., Teacher, 8 Hamilton\nAvenue, Yonkers ; Yonkers Teachers Association.\n\n1071\n\nClark, Alice, 113 Franklin Avenue, Salem;\nOhio State Teachers Association.\nDe Mar, Sarah, Norwood ; Norwood Teachers Association.\n\nDick, L. C. , Superintendent of Schools , London; Ohio State Teachers Association.\nDombaugh, Alice L., 283 N. State Street,\nMarion; Marion City Teachers Association.\n\nErwine, R. H., Director of Research, Akron; Southeastern Ohio State Teachers\nAssociation.\nEvans , W. A. , R. F. D. No. 10, Madisonville; The Cincinnati Teachers Association.\n\nFolk, Curtis J. , 419 W. Lincoln Street, Findlay; Findlay Organziation affiliated with\nNational Education Association .\nFoster, Grace, 1987 E. 81st Street, Cleveland; Cleveland Teachers Federation.\n\nFrauz, G. F., Carson School , Cincinnati ;\nElementary Principals Club of Cincinnati.\nGoodall, Josephine, 5325 Edgewater Drive,\nToledo; The Toledo Teachers Association.\n\nHanselman,\nNORTH CAROLINA\n\nC.\n\nF. ,\n\nPrincipal,\n\nCincinnati ;\n\nSchool,\n\nWashburn\n\nOhio State Teachers\n\nAssociation ,\n\nAllen, A. T. , State Superintendent of Public\nInstruction, Raleigh, North Carolina Education Association .\n\nHarlor, Mrs. Margaret King, 1851 Charles\nRoad, E. Cleveland, Ohio State Teachers\nAssociation .\n\nMartin, F. M. , Superintendent of Schools,\nDurham; Durham Teachers\nAssociation.\n\nEducational\n\nSrygley, H. F., Superintendent of Township\nSchools , Raleigh; North Carolina Education Association.\n\nWright, Robert H., President, East Carolina\nTeachers College, Greenville ; Ex-Officio,\nState Director.\n\nHibbard, Laura, No. 2 The Seville, Cincinnati; Ohio State Teachers Association.\nHindman, Mrs. Martha, 1877 E. 32 St. ,\nLorain: Lorain Teachers Club .\n\nHolycross , H. W. , Superintendent of County\nNormal School, West Liberty; Logan\nCounty Teachers Association.\nHottendorf, Elizabeth, 810 Richmond, Cincinnati; The Cincinnati Teachers Association.\n\nNORTH DAKOTA\n\nNellie, 305\n\nHuston,\n\nBellefontaine\n\nBerg, A. C., State Rural School Inspector,\nTowner; North Dakota Education Association.\n\nLobbon, Clara, 902-8th Street, North, Fargo;\nNorth\n\nDakota\n\nEducation\n\nAssociation.\n\nMcCurdy, M. E. , Secretary, State Teachers\nAssociation, Washburn ; Ex-officio, State\nDirector,\n\nThe Toledo Teachers Association .\nKeller, Chloe E., Lorain; Ohio State Teachers Association.\n\nKeyser, R. Florence, 334 Swallow, Warren;\nWarren City Teachers Association .\n\nR. J., Superintendent of Schools,\n\nNiles; Ex -officio , State Director.\n\nPublic Instruction, Bismarck; Ex-officio.\n\nKingsbury,\n\nCarrie\n\nSchafer, A. L. , Carrington, North Dakota\n\nRoad,\n\nCleveland\n\nEducation Association.\n\nWhite, L. A. , Superintendent of City Schools.\nMinot; North Dakota Education Association.\nOHIO\n\nAhrens. Marjorie, 518 Washington Avenue,\nLorain; Lorain Teachers Club .\n\nAmmon, Mrs. Lucy, 1265 Parkwood Drive,\nCleveland; Cleveland Teachers Federation.\nBaer, Joseph A. , 200 Old Court House,\nCleveland; Cuyahoga County Teachers\nInstitute.\n\nBeinhart, Frieda , 1264 Elm Street, Cincinnati; The Cincinnati Teachers Association .\n\nBoone,\n\nD. J. ,\n\nSuperintendent of Schools,\n\nMadriver Street.\n\nJacobs, Floy, 1115 Horace Street, Toledo;\n\nKiefer ,\n\nNielson, Minnie J. , State Superintendent of\n\nN.\n\nBellefontaine Teachers Asso-\n\nciation.\n\nTeachers\n\nH. ,\n\n3005\n\nScarborough\n\nHeights;\n\nCleveland\n\nFederation ,\n\nLake, Charles H., Board of Education, Cleveland; Ohio State Teachers Association.\nLeonard, A. R. , 364 Weber Road, Columbus;\nColumbus Teachers Federation.\n\nLiebman,\nSchool,\n\nLotta B. , Roosevelt Jr. High\nLee Road, Cleveland Heights;\n\nCleveland Heights Teachers Association.\n\nLindeman , Norma , 7504 Coleridge Avenue,\nCleveland Heights; Cleveland Teachers\nFederation.\n\nMcCreery, Susan, Brecksville; Cuyahoga\nCounty Teachers Institute.\nMcFarland, Christena, 211 E. Atlantic St. ,\nWarren; Warren City Teachers Association.\n\nLorain; Ohio State Teachers Association.\n\nMcLaughlin, Mrs. Mattie, 337 School Street,\n\nBowen, Alice M., 13 Orchard Court, Warren; Warren City Teachers Association.\nCantrell, J. D. , 1301 W. 108th Street, Cleveland: Lakewood Teachers Association.\nCarlow, Beulah , 334 Woodlawn Avenue,\nZanesville; The Zanesville Teachers Asso-\n\nBradford; Ohio State Teachers Association.\nMcIntire, B. B. , 1014 N. Limestone Street,\n\nciation.\n\nCarrothers, G. B. , Ohio University, Athens ;\nOhio State Teachers Association,\n\nCarson, Olive, Board of Education, Akron;\nOhio State Teachers Association.\n\nChamberlain, Mary G., Hotel London, London; Ohio State Teachers Association.\n\nSpringfield,\n\nOhio ,\n\nOhio State Teachers\n\nAssociation.\n\nMcMyler , H. T., Center Road, Cleveland;\nCleveland Teachers\n\nMahaffey , C.\n\nFederation.\n\nE. , Rudolph\n\nWood County\n\nTeachers Association .\n\nMarple, Charles A., 6801 Euclid Avenue,\nCleveland; Cleveland Teachers Federation .\nMaurer, George C., Superintendent of Schools ,\nWooster;\ntion.\n\nOhio\n\nState Teachers Associa-\n\n"}
{"page": 1135, "printed_page": null, "text": "NATIONAL Education Association\n\n1072\n\nMayer, Lewis F. , 19160 Lorain Street, Rocky\nRiver;\n\nCuyahoga County Teachers Insti-\n\nHammond, M. P. , President, State Teachers\nCollege, Tahlequah ; Oklahoma Education\nAssociation.\n\ntute.\n\nMinnich, Dr. H. C. , Campus View, Oxford ;\nOhio State Teachers Association.\nMonroe, Belle M. , 122 Atlas Street, Akron;\nOhio State Teachers Association.\n\nMorris, George M. , State Department of Education,\n\nColumbus ,\n\nOhio\n\nState\n\nTeachers\n\nHargis , B. W. , Teacher, 410 No. Nogales,\nTulsa; Tulsa City Education Association.\nHargis , Iva Jane, Teacher, 410 No. Nogales,\nTulsa; Tulsa Education Association.\n\nHolcombe, Isabel, Mrs., Teacher, 1012 N.\nHudson, Oklahoma City; Oklahoma Education Association.\n\nAssociation.\n\nMorris, Mary M. , 558 Lilly Avenue, Columbus; Columbus Teachers Federation.\n\nOffenhauer, R. E., Superintendent of Schools,\nLima; Ohio State Teachers Association.\n\nPerkins , Mrs. Fannie M., 856 Rockingham,\nToledo; The Toledo Teachers Association.\nPeterson , Anna L. , 18 Haddon Hall, Cincinnati; The Cincinnati Teachers Association.\nPettibone, Blanche, 15417 Lake Avenue,\nLakewood; The Cleveland Teachers Federation.\n\nHolmes , J. R. , Room 115, Roosevelt, Sapulpa; Sand Springs.\nHowell, C. M., 708 Continental Building,\nOklahoma City; Oklahoma Education\nAssociation.\n\nLyles , Victoria, State Department of Education, Oklahoma City; Oklahoma Education Association\n\nNash , M. A. , State Superintendent of Public\nInstruction, Oklahoma City; Ex-officio.\nPeak , C. N. , University Preparatory School,\nOklahoma Education Associa-\n\nTonkawa;\n\nPogue, George M. , County Superintendent\nof Schools, St. Clairsville ;\nTeachers Association .\n\nOhio\n\nState\n\nQuirk, W. A. , 1641 Clayton Street, Cincin-\n\ntion.\n\nShirley, Mary, Teacher, 553 N. 10. Muskogee; Muskogee City Teachers Association.\nOREGON\n\nnati; The Cincinnati Teachers Association.\n\nRayen, H. K. , Princeton School , YoungsRawdon , H. L., Superintendent of Schools,\n\nAlderson, W. C., Superintendent of Schools,\n642 Court House, Portland, Oregon State\n\nOberlin; Ohio State Teachers Association.\nReynolds , F. E., 428 Chamber of Commerce,\nColumbus, Ohio State Teachers Associa-\n\nAllen, Esther, Mrs., Teacher, 19 3d Street,\nS. , Forest Grove; Washington County\n\ntown; Youngstown Education Association.\n\nTeachers Association.\n\nTeachers Association.\n\ntion.\n\nRobertson, Margaret, 3453 Vine Street, Cincinnati; The Cincinnati Teachers Associa-\n\nBlazier, Florence E. , Teacher, Oregon Agricultural College, Corvallis ; Oregon State\n\nShaw, Charles E. , 1466 Rosewood Avenue,\nLakewood; Lakewood Teachers Association.\n\nTeachers Association.\nBridges , Grace, Teacher, 780 Marshall Street,\nPortland; Portland Grade Teachers Association.\n\nShelton, F. M., Superintendent of Schools,\nSpringfield; Springfield Teachers Associa-\n\nCrow, Virgie, Teacher, 632 E. 9th Street,\nEugene; Oregon State Teachers Associa-\n\ntion\n\ntion.\n\ntion.\n\nSmith, Beulah, 608 S. Ohio Avenue, Columbus; Columbus Teachers Federation.\n\nSolomon, R. W., Superintendent of Schools,\nMiddletown;\n\nOhio\n\nState Teachers Asso-\n\nGetz, P. A. , Principal, Roosevelt High School,\nPortland; Portland High School Teachers\nAssociation.\n\nHoward, C. A., Superintendent of Schools,\nMarshfield; Oregon State Teachers Asso-\n\nciation.\n\nSolomonson, C. E., 32 Summit Street, Niles;\n\nciation.\n\nLewis, Charles E. , Multnomah; Oregon State\n\nNiles Teachers Association.\n\nStrong, George M., 75 Glenmont Avenue,\nColumbus; Columbus Teachers Federation.\nThomsen, Christine, 1897 W. 74th Street,\nCleveland; Ohio State Teachers Associa-\n\nTeachers Association.\n\nMcGlasson, J. P. , Superintendent of Schools ,\nBeaverton;\nciation.\n\nOregon State Teachers Asso-\n\nTurner, H. B. , Superintendent of Schools,\n\nMiller, Charles S., Superintendent of Schools,\nOntario; Oregon State Teachers Associa-\n\nWarren; Ohio State Teachers Association.\nWatkins , Eva, 312 N. Vine Street, Warren;\n\nOlson, Alvin C. , Teacher, Beatty; Oregon\n\nWarren City Teachers Association .\nWhitmer, J. W. , Superintendent of Schools ,\n\nState Teachers Association.\nOlson, Hannah M. ,\nTeacher,\n\nToledo; Ohio State Teachers Association.\nWisnieski, Mildred, 352 Brecksville Road,\n\nOregon State Teachers Association.\nPetteys, Hazel, Teacher, Buckman School,\n\ntion.\n\nIndependence;\ners\n\nCuyahoga County Teach-\n\ntion.\n\nSilverton ;\n\nPortland; Portland Grade Teachers Association.\n\nInstitute.\n\nYork, Myrtle, 2035 Forest Avenue, Toledo;\nOhio State Teachers Association.\n\nRichardson , Jean, Teacher, 131 E. 19, Portland;\ntion.\n\nPortland Grade Teachers Associa-\n\nSpooner, Julia A. , Teacher, 331 Chamber of\nCommerce Building, Portland; Portland\n\nOKLAHOMA\n\nBamesberger, Velda, Teacher, Public Schools ,\nOkmulgee; Olahoma State Teachers Asso-\n\nGrade\n\nTeachers\n\nAssociation.\n\nPENNSYLVANIA\n\nciation.\n\nBarton, J. R. , Superintendent, City Schools ,\nOklahoma\n\nCity;\n\nOklahoma\n\nEducation\n\nAssociation.\n\nBriggs,\nEugene,\nSuperintendent, City\nSchools, Okmulgee; Okmulgee City Teachers Association.\n\nButcher, Ralph E., Teacher, care Central\nHigh School , Muskogee; Muskogee Teachers Association.\n\nCarmichael, Perry, 1179 S. Xauihus, Tulsa;\nTulsa Public Schools.\n\nBennett, Frank J., Teacher, Spring Mills;\nPennsylvania State Education Association.\nBroome, Dr. Edwin C., Superintendent, City\nSchools, Keystone Building, Philadelphia;\nPhiladelphia Teachers Association.\nBlewitt, Arthur J., Teacher, 66 Ransberry\nAvenue, E. Stroudsburg; Pennsylvania\nState Education Association.\n\nCall, Agnes C., Supervisor, 706 Sproul Street,\nChester; Pennsylvania State Education\nAssociation.\n\n"}
{"page": 1136, "printed_page": null, "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\n\nCoulcomb , Dr. Charles A., Asst. Superintendent, Grant Building, Philadelphia ;\nPhiladelphia Teachers Association .\nDavies , Gwilym, Teacher, 30 Park Place,\nKingston;\n\nPennsylvania State\n\nEducation\n\nAssociation .\n\nDeTurck, W. E., Supervising Principal, 214\nYost Avenue, Spring City; Pennsylvania\nState Education Association.\n\nDiffendafer,\n\nA.\n\nP. ,\n\nSuperintendent\n\nCity\n\nSchools, 101 Hanover Street, Nanticoke;\nPennsylvania State Education Association.\nEdmonds , Beatrice R., Teacher, 316 East\n26th Street, Erie; Teachers Association of\nErie.\n\nFager, Dr. Charles B. , Principal, High\nSchool, 2417 N. Front Street, Harrisburg ;\nPennsylvania State Education Association.\n\nFischer, Mildred, Department of Public Instruction, Harrisburg; Pennsylvania State\nEducation Association.\n\nFoust, Clement E.,\n\nTeacher,\n\nPhiladelphia\n\nNormal School, Philadelphia; Philadelphia\nTeachers Association.\n\nFrancis, Thomas, Principal, 1707 Pine Street,\nScranton; Pennsylvania State Education\nAssociation.\n\nGarwood, Dr. C. H., Superintendent, City\nSchools, 121 Chestnut Street, Harrisburg ;\nHarrisburg Teachers Institute.\n\nGilland,\nSchools,\nciation.\n\nThomas\n\nM. ,\n\nDonora;\n\nSuperintendent\n\nof\n\nState Education Asso-\n\nGlatfelter, E. A., Teacher, Spring Grove;\nYork City Teachers Association.\nGray, Jessie, Teacher, 1210 Fillmore Street,\nFrankford,\nPennsylvania\nPhiladelphia ;\nState Education Association.\n\nGress, H. E. , Superintendent, 936 Virginia\nAvenue, Lancaster ; Pennsylvania State\n\n1073\n\nNunn, Grace, Teacher, 2710 East Avenue,\nErie; Teachers Association of Erie.\n\nNyhart, Fred W. , Supervising Principal, 9\nOxford Street, Wilkes Barre; Pennsylvania\nState Education Association.\n\nRule, James N. , Department of Public Instruction, Harrisburg; Pennsylvania State\nEducation Association.\n\nRyan , W. Carson, Professor, Swarthmore\nCollege, Swarthmore; Pennsylvania State\nEducation Association.\n\nSnyder, George Brady, Teacher, 7824 Kelly\nPennsylvania\n\nPittsburgh\n\nStreet,\n\nState\n\nEducation Association.\n\nSteele, Irene, Teacher, Girls High School,\n17th and Spring Garden St., Philadelphia;\nPhiladelphia Teachers Association.\nStrawn, E. Joel, Supervisor, State College;\nPennsylvania State Education Association.\n\nStruck, F. Theodore, Department of Public\nPennsylvania\nHarrisburg;\nInstruction,\nState Education Association.\n\nSweeney, Goldie, Teacher, 275 Jackson\nStreet, York ; York City Teachers Association.\n\nThomas, Emma, Teacher, Girls High School ,\n17th and Spring Garden Street, Philadelphia; Philadelphia Teachers Association.\nWeaver, H. B., Principal, High School, New\nKensington; Pennsylvania State Education Association.\n\nWhite, Isabel , Teacher, 1043 Walnut St. ,\nMcKeesport; Pennsylvania State Education Association,\nRHODE\n\nISLAND\n\nBacon, Agnes M., State Supervisor of Americanization, Providence; New England\nAssociation of School Superintendents.\n\nEducation Association.\n\nHaas, Francis B. , State Superintendent of\nPublic Instruction, Harrisburg ; Ex -officio.\nHoban, C. F. , Department of Public Instruction , Harrisburg ; Pennsylvania State\nEducation Association.\n\nJacoby, Ralph, County Superintendent of\nSchools, Carlisle; Pennsylvania State Education Association.\n\nJenkins, Wilson M. , Teacher, 1104 Chestnut\nStreet, Franklin ; Franklin Teachers Asso-\n\nSOUTH\n\nCAROLINA\n\nGray, Wil Lou, National Loan & Exchange\nBank, Columbia; South\nTeachers Association .\n\nCarolina\n\nState\n\nScott, W. M. , Superintendent of Schools ,\nEasley; South Carolina Teachers Association.\n\nWilson, C. M., 709 National L. & E. Building, Columbia; South Carolina Teachers\nAssociation.\n\nciation.\n\nKelley, J. Herbert, Executive Secretary,\nPennsylvania State Teachers Association,\nHarrisburg; Ex- officio, State Director.\nKerchner , Eleanor C., Teacher, 326 W. Cottage Place, York; York City Teachers\nAssociation.\n\nKline, Daniel A., County Superintendent of\nSchools ,\n\nNew\n\nBloomfield;\n\nPennsylvania\n\nState Education Association.\n\nKramer, Frank H., Teacher, 140 Broadway,\nGettysburg; Pennsylvania State Education Association .\n\nAssociation .\n\nMargaret\n\ners Association.\nSOUTH\n\nDAKOTA\n\nBinney, Edine, County Superintendent of\nSchools, Ft. Pierre; South Dakota Education Association.\n\nEarly, W. I., Principal, High School, Sioux\nFalls; Sioux Falls Public Schools.\nHall, C. S. , Director of Supervision, Department of Education, Pierre; South Dakota\nEducation Association .\n\nLeas, L. Elmer, Teacher, 746 W. Philadelphia Street, York York City Teachers\nLowman,\n\nWofford, Kate V., Superintendent of County\nSchools, Laurens ; South Carolina Teach-\n\nMcDonald, A. A. , Superintendent of City\nSchools , Sioux Falls ; Sioux Falls Public\nSchools.\n\nJ. ,\n\nTeacher,\n\nNormal\n\nSchool, Indiana; Pennsylvania State Education Association.\n\nMcFarlane, Harriet, Classroom Teacher, Lake\nAnes;\n\nSouth Dakota Education Associa-\n\ntion.\n\nMacMullen, Walter G., Asst. Superintendent, Grant Building, Philadelphia ; Philadelphia Teachers Association.\nMann, Euphemia, Teacher, 1022 Clinton\nStreet, Philadelphia, Pennsylvania State\nEducation Association.\n\nMechling, J. A. , Asst. Superintendent of\nSchools, Kittaning ; Pennsylvania State\nEducation Association.\n\nSt. John, C. G. , Superintendent of Public\nInstruction, Pierre; Department of Education.\n\nShill , Miss Joan, Classroom Teacher, Watertown;\ntion.\n\nSouth Dakota Education Associa-\n\nSteele, N. E., Room 3, Perry Building, Sioux\nFalls; Executive Secretary, South Dakota\nEducation Association.\n\nMiller, Beatrice, Teacher, 853 Wynnewood\n\nRoad, Philadelphia ; Philadelphia Teachers Association.\n\nSwenson, Joseph, Superintendent of County\nSchools , Parker; South Dakota Education\nAssociation.\n\n"}
{"page": 1137, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1074\n\nMcChellan, J. Harriett, Teacher , 2939 S.\nBlvd., Dallas ; Texas State Teachers Asso-\n\nTENNESSEE .\n\nAllen, R. T., Superintendent of City Schools,\nCleveland; Tennessee State Teachers Association.\n\nBatte,\n\nRubie A. ,\n\nSupervisor of Primary\n\nSchools, 88 N. Belvedere, Memphis; Shelby\nCounty Teachers Association.\nBrowne, Mrs. Mamie Coin, Member, Board\nof Education, Memphis City Schools, Memphis; Tennessee State Teachers Associa-\n\nciation.\n\nMarrs, S. M. N. , State Superintendent of\nPublic Instruction , Austin ; Ex-officio.\nOberholtzer, Е. E., Superintendent of\nSchools , Houston Texas State Teachers\nAssociation.\n\nPeyton, Irving , State Supt. of Education,\nSupervisor of Colleges, Austin; El Paso\nTeachers Association.\n\nRyan, Velma, Teacher, 831 Harvard Street,\n\ntion.\n\nCarney, G. C., 701 Gallatin Road, Nashville ;\nDavidson County Teachers Association.\nCowden, M. M. , Chairman, County Board of\nEducation, Bon Air; Tennessee State\n\nHouston;\n\nHouston Teachers Association.\n\nSterling , Evalyn, Principal, 11 Randolph\nApartments, San Antonio ; Texas State\nTeachers Association .\n\nWatkins, Mary L. , Teacher, 1617 Forest,\n\nTeachers Association.\n\nFrazier, E. J., Superintendent of County\n\nDallas; Texas State Teachers Association.\n\nSchools, Cleveland; Tennessee State Teach-\n\nWooster, Mrs. Geo. C. , Teacher, 190 Bonham Street, Paris ; Texas State Teachers\n\ners Association.\n\nGage, Lucy C., Professor, Peabody College,\nTennessee\nNashville.\n\nTeachers\n\nState\n\nAssociation.\n\nAssociation,\nUTAH\n\nGoddard, Edith, Principal, Mary School,\nMaryville;\n\nTennessee\n\nState\n\nTeachers\n\nAssociation.\n\nHigh\n\nTeacher,\n\nMary,\n\nGoddard,\n\nSchool,\n\nMaryville; Tennessee State Teachers Association.\n\nWilson, New, Superintendent of Town\nSchools , S. Pittsburgh Tennessee State\nTeachers Association.\n\nPowers , Sue M. , Superintendent of County\nSchools, Court House, Memphis; Shelby\nCounty Teachers Association..\nWalker, J. E., Superintendent Hamilton\nCounty Schools, Chattanooga ; Tennessee\nState Teachers Association.\n\nSmith, S. L. , General Agent for Rural\nSchools, Julius Rosenwald Fund, Nashville; Ex-officio, State Director.\nTEXAS\n\nBastian, Mamie S., Principal, 812 Bell Ave-\n\nArchibald, George R. , Teacher, 632 E. 6th\nSouth, Salt Lake City; Salt Lake City\nTeachers Association .\n\nBennion, Milton, Dean, School of Education , University of Utah, Salt Lake City;\nUtah Education Association.\n\nFitzgerald, Elizabeth, Asst. Principal, West\nHigh School, Salt Lake City; Utah Education Association.\n\nJensen, C. N. , State Superintendent of Public Instruction , Salt Lake City; Ex-officio.\nMatheson, A. C. , Assistant State Superintendent of Public Instruction, Salt Lake\nCity; Utah Education Association.\nParratt , D. W., 317 State Capitol, Salt Lake\nCity; Utah Education Association.\nParratt, Spencer D., Student, School of Education, University of Utah , Salt Lake\nCity; Utah Education Association.\nThompson, Mrs. E. O., Teacher, Tooele\nSchools , Tooele; Utah Education Association.\n\nnue, Houston; Houston Teachers AssoBingman, C. W. , Principal, 1017 High Aveciation.\n\nnue,\n\nBeaumont;\n\nTexas\n\nState Teachers\n\nAssociation.\n\nBlack, F. M. , Supervisor, High School, 604\nGreat Southern Building , Houston, Texas\nState Teachers Association.\n\nBrandenberger, W. L. , Asst. Principal, High\nSchool, Houston\nAssociation.\n\nClark,\n\nLee,\n\nTexas\n\nVERMONT\n\nThomas, Mrs. Bessie K. , Supervising Principal, Public Schools, Woodstock;\n\nVer-\n\nmont State Teachers Association.\n\nWoodruff , Caroline, Principal, Normal Training School, Castleton; Vermont State\nTeachers Association.\n\nState Teachers\n\nSuperintendent\n\nVIRGINIA\n\nof Schools,\n\nGainesville; Texas State Teachers Association.\n\nAdair,\n\nCornelia\n\nS. ,\n\nTeacher,\n\n2121\n\nPark\n\nFort Worth Grade Teachers\n\nAvenue, Richmond; Ex-officio, Treasurer\nof the National Education Association.\n\nCrozier, Norman, Superintendent of Schools,\n\nAdams, Mrs. Sallie, Teacher, 309 Cowadin\nAvenue, Richmond; Virginia State Teach-\n\nCobb, Nettie, Teacher, Westbrook Hotel,\nFt\n. Worth\nAssociation.\n\nDallas; Texas State Teachers Association.\n\nDavis, Mrs. Frances, Teacher, 1627 E. Rio\nGrande, El Paso; El Paso City Teachers\n\ners Association.\n\nAvery, Mrs. Ora Hart, State Ec. Supervisor, Richmond; Virginia State Teachers\nAssociation.\n\nAssociation.\n\nDill, Minnie G., Teacher, 110 W. 17, Austin; Austin Local Association.\n\nButcher, Ida May, Teacher, 2217 Stuart Ave-\n\nGorbutt, Catherine, Principal, Aoy School,\n\nCobb, William, 411 E. Cary Street, Rich-\n\nEl Paso; Ex-officio, State Director.\nHunter, Eula F. , Teacher, 1324 E. Morphy\nStreet, Fort Worth; Fort Worth Grade\nTeachers Council.\n\nJames, W. A., Principal, High School, 2327\nAvenue M. ,\n\nGalveston; Galveston City\n\nTeachers Association.\n\nJones , R. R. , Principal, 2613 Aurora Street,\nEl Paso; El Paso Teachers Association.\nKeeton, Beulah L. , Teacher, 5511 Fremont,\nDallas;, Dallas Grade Teachers Council.\n\nnue, Richmond; Richmond\nTeachers Association.\n\nLeague\n\nof\n\nmond; Richmond League of Teachers Association.\n\nCohn, Hannah, Teacher, 2317 Grove Avenue,\nRichmond; Virginia State Teachers Association.\n\nHolt, Edith, Teacher, 1517 Porter Street,\nRichmond; Virginia State Teachers Association.\n\nJoynes, Edith B.,\n\nTeacher, Maury High\n\nSchool, Norfolk;\n\nNorfolk City Teachers\n\nAssociation,\n\n"}
{"page": 1138, "printed_page": null, "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\n\nPullen , T. G., Jr. , Principal , High School,\nNewport News; Newport News Teachers\nAssociation.\n\n1075\n\nMarsh, Arthur L., 707 Lowman Building,\nSeattle; Washington Education Association.\n\nRawlings, Florence, Teacher, Fredericksburg;\nVirginia State Teachers Association.\nRobertson, Marian, Teacher, Maury High\nSchool , Norfolk;\n\nNorfolk Teachers Asso-\n\nciation.\n\nSaunders , Joseph H., Superintendent of\nSchools , Newport News ; Ex-officio, Acting State Director.\n\nStreet, Anas, Teacher, 305 N. Davis, Richmond; Richmond League of Teachers\nAsscoiation.\n\nMorrow, Margery, 684 E. 23rd, Spokane ;\nSpokane Grade Teachers Association.\nOsborn, Eleanor, Stephen Court, Bellingham; Faculty Forum.\nPelton, Anna J., John Hay School, Seattle;\nSeattle Grade Teachers Club .\n\nPreston, Josephine Corliss, State Superintendent of Public Instruction, Olympia;\nSeattle;\n\nThompson, Nannie, Teacher, 2204 Lamb\nAvenue, Richmond; Virginia State Teachers Association.\n\nWest, Mary Ann, Teacher, 305 N. Davis\nAvenue, Richmond; Richmond League of\nTeachers Association.\n\nWilliamson, Pauline, Administration Building, 805 E. Marshall Street, Richmond;\nVirginia State Teachers Association.\n\nWorrell, E. E. , State Superintendent of\nRural Schools, Richmond; Virginia State\nTeachers Association.\n\nLife Director.\n\nEx-officio,\n\nRecords,\n\nLola\n\nYoungstown\n\nE.,\n\nSchool,\n\nWashington Education Associa-\n\ntion.\n\nSholty, Myrtle, Administration Building ,\nSpokane; Spokane Education Association.\nSnyder, Jessie E., 2753 Belvedere Avenue,\nSeattle; Seattle Grade Teachers Club .\nSoules, Jean L. , 2003 W. 1st Avenue,\nSpokane; Spokane Grade Teachers Association.\n\nWilson, Mabel V. , 2224 1st Avenue W. ,\nSeattle; Seattle Grade Teachers Club.\nWilson, Vira E., Knickerbocker Apartments,\nSpokane; Spokane Grade Teachers Association.\n\nVIRGIN ISLANDS\nWEST\n\nVIRGINIA\n\nMarkoe, Claude O., Principal, Junior High\nSchool,\n\nSt.\n\nFrederiksted,\n\nCroix;\n\nVirgin\n\nIslands Education Association.\n\nHervey, Mary A. , Teacher, High School ,\nElm Grove; West Virginia State Education Association.\n\nWASHINGTON\n\nHickman , J. H. , Superintendent of Schools ,\nSuperintendent of\n\nAnderson, Mrs. L. D. ,\n\nHinton; Ex-officio, State Director.\n\nEduca-\n\nMarshall, T. Marcellus, Stouts Mills ; Ex-\n\nBabcock, L. T. , County Superintendent of\nSchools, Colfax; Washington Education\n\nOtto, Julia Elizabeth, Teacher, Bluefield;\nWest Virginia State Education Associa-\n\nSchools , Waterville ;\ntion Association.\n\nWashington\n\nofficio, Life Director.\ntion.\n\nAssociation.\n\nBaker, Della, 1515 Boren Avenue, Seattle ;\nSeattle Grade Teachers Club .\n\nBeach, C. E., Superintendent of Schools ,\nEnumclaw;\n\nWashington Education Asso-\n\nciation.\n\nBreckner, Elmer L. , Superintendent of\nSchools , Olympia; Ex-officio, State Director.\n\nCarnahan,\n\nM. ,\n\nMinnie\n\nBox\n\n732 ,\n\nProsser;\n\nWashington Education Association.\nCoyne, Marie, South 210 Adams, Spokane;\nSpokane Grade Teachers Association.\nCulver, Ida, Malden Apartments, Seattle;\nSeattle Grade Teachers Club .\n\nDean, Helen L. , Lewis & Clarke High\nSpokane Education\nSchool,\nSpokane ;\n\nReynolds , Mrs. Gertrude, Teacher, Lincoln\nJunior High School, Charleston ; West\nVirginia State Education Association.\nRosier, Joseph, President, Fairmont Normal\nSchool, Fairmont; West Virginia State\nEducation Association.\n\nRust, Mattie, Teacher, Lincoln School,\nCharleston; West Virginia State Education Association.\n\nStewart, Melville , State Director of Physical\nCharleston ;\nEducation ,\nEducational Association.\n\nWISCONSIN\n\nΕ. Α.\n\nMell,\n\nSands\n\nHotel,\n\nTacoma;\n\nTacoma Grade Teachers Association.\n\nGarretson,\nTacoma;\n\nH.\n\nH. ,\n\n1005\n\nN.\n\nM.\n\nStreet,\n\nTacoma Grade Teachers Asso-\n\nciation.\n\nGarretson, Mrs. Ivy D. , 1005 N. M. Street,\nTacoma; Washington Education Association.\n\nGilkey, J. N., Grandview; Washington Education Association.\n\nLeague.\n\nJahnke, Clara L.. 1219 9th Avenue, Spokane;\nWashington Education Association.\nLapham, Margaret, 247 S. Tacoma Avenue,\nTacoma; Tacoma High School Associa-\n\nciation.\n\nCox, W. A. , 1253 Blaine Building, Racine;\nThe Teachers Council of Racine.\n\nDoudna , E. G. , Secretary, State Association ,\n717 Beaver Building, Madison; Wisconsin\nTeachers Association.\n\nHabernicht, Clara, Supervising Teacher,\nBellevue Apartments , Madison; Wisconsin\nTeachers Association.\nconsin Teachers Association.\n\nJohnson, Lillia E., Superintendent of County\nSchools , Eau Claire; Wisconsin Teachers\nAssociation.\n\nJonas, Meta M. , Teacher, 420 Market Street,\nLa Crosse; Western Wisconsin Teachers\nAssociation.\n\nKohn, Charlotte, Grade Teacher, 1426 State\n\ntion.\n\nClara,\n\n3 Crockett Street,\n\nSeattle;\n\nWashington Education Association.\n\nMcConnel, Mary E. , 1623 22nd Avenue N. ,\nSeattle; Washington Education Association.\n\nBalliette, R. E. , Superintendent of Schools,\nSturgeon Bay; Wisconsin Teachers Asso-\n\nHoefflin, A. V., 1216 Bluff, Sheboygan ; Wis-\n\nGreguson, Judith, Roosevelt High School,\nSeattle; Seattle High School Teachers\n\nLynn,\n\nVirginia\n\nAssociation.\n\nAssociation.\n\nDutting, Katharine R., State Normal School ,\nCheney; Cheney Washington Unit, N.\nForsythe,\n\nWest\n\nWhite, W. H. S., President, Shepherd College, State Normal School, Shepherdstown; West Virginia State Education\n\nStreet, La Crosse; The Teachers Club of\nLa Crosse.\n\nLally, Grace, Teacher, 225 E. Rives Street,\nRhinelander;\nciation.\n\nWisconsin\n\nTeachers\n\nAsso\n\n"}
{"page": 1139, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1076\n\nMcDowell,\n\nMary,\n\nTeacher, 520 Howland\n\nAvenue, Kenosha; Kenosha Teachers Club .\n\nMaloney, John B. , Commercial Department,\nHigh School, 471 West Street, Kenosha;\nKenosha Teachers Club .\n\nManthey,\n\nClara T.,\n\nTeacher, 977 Island\n\nAvenue, Milwaukee ;\n\nMilwaukee Teachers\n\nRehnstrand, Vera, Superintendent of County\nSchools, Superior; Wisconsin Teachers\nAssociation.\n\nRosenthal , Annette, Teacher, 1419 Cedar\nStreet, Milwaukee; Wisconsin Teachers\nAssociation.\nSims, John F. ,\n\nPresident,\n\nStevens\n\nPoint\n\nState Normal School, Stevens Point; Ex-\n\nAssociation.\n\nMellencamp, Dr. F. M., State Normal School,\n\nofficio, State Director.\n\nNormal\n\nTeter, George E. , Teacher, State Normal\nSchool, Milwaukee ; Wisconsin Teachers\n\nNurmberger, Paul, Teacher, High School,\n225 N. Maple, Green Bay ; Wisconsin\n\nUnzicker, S. P. , Principal, Junior High\nSchool, Fond du Lac; Wisconsin Teachers\n\nMilwaukee\nMilwaukee;\nSchool Faculty.\n\nState\n\nTeachers Associatoin .\n\nPearse, Carroll G., 3104 Wells Avenue,\nApartment 410, Milwaukee ; Ex-officio,\n\nAssociation.\n\nAssociation.\n\nWinger, R. C., Principal, Elementary School,\nRacine; The Teachers Council of Racine.\n\nMember Board of Trustees .\n\nPearse , Emily Dorn, 3104 Wells Ave. , Milwaukee; Milwaukee Principals and Supervisors Association .\n\nWYOMING\n\nHamilton , May, 931 S. Durbon Street,\nCasper; Wyoming State Teachers Association.\n\n"}
{"page": 1140, "printed_page": null, "text": "1077\n\nLIFE MEMBERSHIPS\n\nLIFE 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 ,\nMilwaukee, Wis .\n\nPlatteville, Wis.\n\nHarvey, George I. , 215 North K Street,\nMuskogee, Okla.\n\nBartholomew, William Henry, 426 East Gray\nStreet, Louisville, Ky.\n\nHayward, Emily A. , 1437 Glenarm Street,\nDenver, Colo .\n\nBeloit City School Board, Beloit, Wis.\nBingham, Robert, R. D. No. 5, Asheville,\nN. C.\n\nBoard of Education , Abilene, Kans.\nBoard of Education, Dodge City, Kans .\nBoard of Education, Janesville, Wis.\nBoard of Education, La Crosse, Wis.\nBoard of Education , Independent School\nDistrict No. 3, Northfield, Minn.\nBoard of Education, Oshkosh, Wis.\nBoard of Education, Ottawa, Kans .\nBoard of Education, Sedgwick, Kans .\nBoard of Regents, State Normal Schools ,\n\nHutton, Andrew J. , 200 College Avenue,\nEast Waukesha, Wis.\nKlock, James E. , 309 E. Jackson Street,\nOrlando, Fla .\n\nMiller, J. H. , Fayetteville, Ark.\nMorris, Harriet N., 4040 George St. , Uni-\n\nversity Heights, San Diego , Calif.\nMilwaukee Principals Association, Milwaukee, Wis.\n\nNew York State Library, Albany, N. Y.\nNye, Charles H. , 2 Harrison Street, Viola,\nWis.\n\nParkinson, Dr. John Barber, 516 Wisconsin\nAvenue, Madison, Wis.\n\nMadison, Wis .\n\nBoard of School Directors , Milwaukee , Wis.\nClark, Frank Howard, Y. M. C. A. Bldg . ,\nTacoma,\n\nGrantz, Simon, 1919 Spruce Street, Philadelphia, Pa.\n\nAthenaeum Society, State Normal School,\n\nWash .\n\nClark, Lewis Herbert, Hanford, Wash.\nClassen, Augusta W. Hobe, R. D. Box, No.\n\n163, Menlo Park, Calif.\nCity Superintendents and Supervising Principals Association of Wisconsin, Merrill,\nWis\n.\n\nCole, William H., Sabina, Ohio .\nCounty Teachers Association of Milwaukee\n\nCounty, Milwaukee, Wis.\nDavidson, Charles , C., 59 West Ely Street,\nAlliance, Ohio .\n\nPhiladelphian Society, State Normal School\nPlatteville, Wis .\n\nPublic School Teachers of Janesville, Wis .\nRichmond, Sarah E., 603 Evesham Avenue,\nGowans, Md.\n\nRoach, Thomas Watson, Salina, Kans.\nRoop .\n\nC.\n\nY. ,\n\nStreet,\n\n2310 Bowditch\n\nBer-\n\nkeley, Calif.\nRose. George E., Rosedale, Kans.\nSawhill, Thomas A. , Concordia, Kans .\n\nShawan, Jacob Albright, De Graff, Ohio.\nSpero, Anna Kalfus, 1912 Virginia Street,\nBerkeley,\n\nCalif.\n\nStanley, Edmund, 1813 University Avenue,\n\nEden, Philip, 202 N. Pinckney Street, Apt.\nT, Madison, Wis.\nEmery, John Q., R. D. No. 2. Edgerton, Wis.\nEnglish, Rebecca F. , 35 South 5th Street,\n\nWichita, Kans .\nState Historical Society of Wisconsin, Madiso, Wis.\nState Normal School, Platteville, Wis.\n\nSan Jose, Calif.\nEvans, Charles Henry, 3715 Olive Street,\nSt. Louis, Mo.\nForbes, Alexander, Box 663 , Mt. Holly, N. J.\n\nStern, Menco, 119 East 78th Street, New\nYork City.\n\nStewart, Sarah A. , Ladysmith, Wis.\nThompson, Langdon Shook ,\nAvenue, Verona, N. J.\n\n22\n\nFairview\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\nof Public Instruction, Denver, Colo.\n\nButler, Nicholas Murray, President, Columbia University, New York City.\nCorson, Oscar T. , Oxford, Ohio .\n\nEliot, Charles W., President Emeritus, Har-\n\nvard University, Cambridge, Mass .\nHunter, Fred M., Superintendent of Schools,\nOakland, Calif.\n\nJohnson,\n\nDavid\n\nNormal and\nHill, S. C.\n\nB. ,\n\nPresident,\n\nIndustrial\n\nWinthrop\n\nCollege,\n\nRock\n\nJones, Olive M. , Principal, P. S. 120, New\nYork City.\n\n"}
{"page": 1141, "printed_page": null, "text": "1078\n\nNATIONAL EDUCATION ASSOCIATION\n\nJordan, David Starr, President Emeritus,\nStanford University, Palo Alto, Calif.\nJoyner, James Y. , Raleigh, N. C.\nNewlon, Jesse H., Superintendent of Schools,\nDenver,\n\nColorado .\n\nOwen, William B. , President, Chicago Normal College, Chicago, I11.\nPearse, Carroll G. , Milwaukee, Wis.\n\nPreston, Mrs. Josephine Corliss, State Su-\n\nSkinner, Charles R., Librarian, Legislative\nLibrary, Albany, N. Y.\n\nStrayer, George D. , Teachers College, Columbia University, New York City.\nSwain, Joseph, Swarthmore College, Swarth.\nmore, Pa.\n\nWilliams , Charl Ormond, Legislative Sec-\n\nperintendent of Public Instruction, Olym-\n\nretary,\n\npia, Wash.\n\nWashington, D. C.\n\nNational\n\nEducation\n\nAssociation,\n\nLife Members Under the Current Plan\nAbbott, Amanda, Grafton, W. Va.\nAndrews, William A. , Superintendent\nSchools, Ballston Spa. N. Y.\n\nArmstrong,\n\nCrabtree,\nof\n\nDorothy M., 1150 Esplanade,\n\nChico, Calif.\n\nAydelotte, Frank, President, Swarthmore\nCollege, Swarthmore, Pa.\nBagley, William Chandler, Teachers College,\nColumbia University, New York City.\nBaker, George M., Superintendent, Fayette\nCounty Schools, Lexington, Ky.\nBecker,\n\nCharles\n\nFrederick,\n\nClarion\n\nState\n\nNormal School, Clarion, Pa.\n\nBedel, R. B., Superintendent of Schools,\nAshland, Nebr.\n\nChristine,\nBednar,\nPrincipal, Sherwood\nSchool, Chicago, Ill.\nBingham, Robert W., President and Publisher, Courier Journal, The Louisville\nTimes , Louisville, Ky.\nBoard of Education of Perry Township ,\nPerryopolis , Pa.\nBolenius, Emma M. , 46 S. Queen Street,\nLancaster, Pa.\n\nW. ,\n\nSecretary,\n\nNational\n\nSchool, Verona, N. J.\n\nCranston, J. A. , Superintendent of Schools,\nSanta Ana, Calif.\nCromwell, Agnes, 169 East 74th Street,\nNew York City.\nDavidson, William\n\nM. ,\n\nSuperintendent\n\nof\n\nSchools, Pittsburgh, Pa.\nDelzell, W. N. , Executive Dean, State Normal School and Teachers\nNebr.\n\nCollege, Peru,\n\nDillingham, James D. , Principal, Newton\nHigh School, Elmhurst, Long Island,\nN. Y.\n\nDu Pont, Pierre Samuel, President Du Pont\n\nPowder Plant, Wilmington, Del.\nDobbs , Ella Victoria, University of Missouri,\nColumbia, Mo.\n\nDodson, Emma A. , 2705 South 7th Street,\nTerre Haute, Ind.\n\nDutnell, Ethel M., 644 Lodi Street, Elyria,\nOhio.\n\nBowen, Harriet A. , Fall River, Mass.\nBowen , Wayne F. , Principal, Belle Vernon\nSchool, Belle Vernon, Calif.\nBowman, Earl C. , Dean, West Liberty State\nNormal School, West Liberty, W. Va.\nBradfield, Edna, 117 N. Spring Street, Pensacola, Fla.\n\nBrewer, John M. , 22 Gray Gardens , Cambrindge, 38, Mass .\nBridgett, Alice, Colony Street School, Wall-\n\nEbert, Mrs. Hannah M. C., Teacher, Spring\nHill School, San Diego County, Ramona,\nCalif.\n\nEddy, John M. , Principal, Puunene School,\nPuunene, Maui , Hawaii.\nEngleman, James O., Superintendent of\nSchools, Terre Haute, Ind.\nEnglish, Harry, Secretary, Board of Examiners , Washington, D. C.\n\nEutsler, George W., Principal Meriwether\nLewis School, Ivy, Va.\n\ningford, Conn.\n\nBryan, James E. , Superintendent of Schools ,\n\nFinegan, Thomas E. , 350 Madison Avenue,\nNew York City.\n\nCamden, N. J.\n\nBurke,\n\nJames\n\nEducation Association, Washington, D. C.\n\nCrane, Harold A., Principal Verona High\n\nR.,\n\nMarguerette\n\nPublic\n\nSchools,\n\nFinlayson,\n\nJohn\n\nD. ,\n\nFairmont\n\nCollege,\n\nWichita, Kans.\n\nOmaha, Nebr.\n\nCaldwell, Dr. Otis W., 424 West 123rd\nStreet, New York City.\n\nCalvin, Henrietta Willard, Director Home\nEconomics, Public Schools, Philadelphia,\nPa.\n\nFrazier, George Willard, President, Colorado State Teachers College, Greeley.\nColo.\n\nGaumer, Clay Freeman, Superintendent of\nSchools, Howard, Ohio.\nGerberich, J. A., Superintendent, DanvilleBuckeye Schools, Danville, Ohio.\n\nCanine, E. N., Superintendent of Schools,\nEast Chicago, Ind.\nCarlson, Philip E. , Principal, Roosevelt\n\nGivens, Willard E. , Superintendent of Public\n\nHigh School, Minneapolis, Minn.\nCarpenter, Estelle, Director of Music, San\n\nGoodall, Josephine, 5325 Edgewater Drive.\n\nFrancisco, Calif.\n\nChapman, Ira T. , Superintendent of Schools ,\nNew Brunswick, N. J.\n\nCheney, Charles H., District Superintendent,\nWhite Plains, N. Y.\n\nClark, M. G. ,\n\nSuperintendent of Schools,\n\nSioux City, Iowa.\n\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\nEducation, Vermillion, S. Dak.\nCooper, Frank I. , 172 Tremont Street,\nBoston, Mass.\n\nInstruction, Honolulu, Hawaii.\nPoint Place, Toledo, Ohio .\nGreeson, William Albert, Superintendent of\nSchools , Grand Rapids, Mich.\nGrissinger, Tenta, 59 Clairmont, Detroit.\nMich.\n\nGroves, C.\n\nD., County Superintendent of\n\nSchools, Jefferson , Ohio .\nHartt, Nellie C., Public School,\nNew York City.\n\nNo.\n\n73.\n\nHayes, Wayland J. , Principal, Charlottesville High School, Charlottesville, Va.\n2201\nDodge Street,\nHewett,\nElizabeth,\nOmaha, Nebr.\nHines, Linnaeus Neal, President, Indiana\nState Normal School, Terre Haute, Ind.\n\nSuperintendent Shaker\n\nIttner. Mrs. Marie Anderson, 5553 Bartmer\n\nHeights School , Cleveland , Ohio.\nCort, Ambrose, Principal, Public School No.\n73. Brooklyn, N. Y.\n\nAvenue, St. Louis , Mo.\nIversen, Ida Christine, 2152 South Catalina\n\nCornell, Claire B.,\n\nStreet, Los Angeles , Calif.\n\n"}
{"page": 1142, "printed_page": null, "text": "LIFE MEMBERSHIPS\n\nJohnson, Thomas E., State Superintendent\nof Public Instruction, Lansing , Mich .\n\nKelley, James Herbert, Secretary, Pennsylvania State Education Association, Harrisburg, Pa.\n\nKelley, Katherine, Lowell Teachers Association, Lowell, Mass.\nKeppel, Mark, Superintendent, Los Angeles\nCounty Schools, Los Angeles, Calif.\nKoetter, Max, Everett Teachers Club , Ever-\n\n1079\n\nNorton, John K., Director, Research Division, National Education Association,\nWashington, D. C.\n\nOberholtzer,\n\nE.\n\nE.,\n\nSuperintendent\n\nof\n\nSchools, Houston, Texas.\nPacker, Garrah M. , Independent School\nDistrict, Mt. Vernon, Iowa.\nPatterson, Mrs. Edith McClure, Home Economics Division, General Federation\nWomen's Clubs, Dayton, Ohio.\n\nof\n\nof\n\nPresident, New York Principals Association,\nBrooklyn, N. Y.\nRohrer, F. P. , Soldan High School , St.\n\nLaramy, Robert E., Superintendent of\nSchools , Altoona, Pa.\nLarson, Merville, Castlewood School, Engle-\n\nRoot, Rosamond, 509 West 121st Street,\n\nett, Mass.\nKrout,\nCharles A.,\nSchools, Tiffin, Ohio .\n\nSuperintendent\n\nwood, Colo.\n\nLeland,\n\nAbby\n\nPorter,\n\nPrincipal,\n\nPublic\n\nSchool No. 1 , Bronx, New York City.\n\nLindborg, Arthur E., Assistant Director of\nEducation, St. Croix , Virgin Islands.\nLocke, Offutt Hunter, Superintendent of\nSchools , Woodlawn, Pa.\n\nMacCracken, John Henry, President, Lafayette College, Easton, Pa.\nMcCallum, Arthur Newell, Superintendent\nof Schools , Austin, Texas.\n\nMcCormick, Elizabeth R. , Principal, Timothy O. Howe School, 2023 East 6th\nStreet, Superior, Wis .\n\nMcCoy, Emma A. , 230 Livingston Ave.,\nNew Brunswick, N. J.\nMcCrory , Ray, Instructor in Civics, West\nDiv. High School, Milwaukee, Wis.\nMcDonald, A. A. , Superintendent of Schools,\nSioux Falls, S. Dak .\n\nMcKenna, Ella, 321 Annabelle Street, Mt.\nWashington, Pittsburgh , Pa.\nMagill, Hugh Stewart, International Sunday\nSchool Council of Religious Education,\nChicago, Ill.\nMathes, Fannie Pendexter, II Cushing\nStreet, Dover, N. H.\nMoody. A. E. , Superintendent of Schools,\nBedford, Ohio .\n\nMoore, M. H., Superintendent of Schools,\nFort Worth, Texas.\n\nMorgan, Joy E., Managing Editor, Journal\nof the National Education Association,\nWashington, D. C.\n\nMuir, James N. , Superintendent of Schools ,\nBethlehem, Pa.\n\nMurakami, Kanroy, 1881 Pine Street, San\nFrancisco , Calif.\n\nMurphy, S. S., Superintendent of Schools ,\nMobile, Ala.\n\nNeale, Oscar W. , Director of Rural School\nDepartment, State Normal School, Stevens\nPoint, Wis.\n\nNeller, Earl H. , Cleveland High School, St.\nLouis, Mo.\n\nNewlon, Mrs. Jesse H., Superintendent's\nOffice, Denver, Colo.\n\nNichols, Walter H., Principal, Palo Alto\nUnion High School, Palo Alto, Calif,\n\nLouis, Mo.\n\nApt. 502 , New York City.\nSuperintendent of\nRote, Orville W..\nSchools , District No. 6, Littleton, Colo.\nSealey, R. M. , State Inspector of High\nSchools, Tallahassee, Fla.\nSeerley, Homer Horatio, President, Iowa\nState Teachers' College, Cedar Falls ,\nIowa.\n\nShove, Helen V., 3116 Clinton Ave., Minneapolis, Minn.\n\nSims , John Francis, President, State Normal School , Stevens Point, Wis.\nSmith, George O., Superintendent County\nSchools, Quincy, Ill.\nSmith, Henry Lester, Dean, School of Education, Indiana University, Bloomington,\nInd.\n\nStewart, Paul E., Superintendent of Schools,\nSanta Barbara, Calif.\nStrayer, Mrs. George D., Teachers College,\nColumbia University, New York City.\nSuhrie, Ambrose L., Cleveland School of\nEducation ,\n\nSwan,\n\nCleveland,\n\nOhio .\n\nNatalie, 18 East 83d Street, New\n\nYork City.\n\nTaff, Lucy, 412 N. 7th Street, Fort Dodge,\nIowa.\n\nThalman, John W., Superintendent\nSchools, St. Joseph, Mo.\n\nof\n\nThalman, Joseph Luther, Principal, Proviso\nTownship High School, Maywood, I11.\n\nTuttle, Harold S., Instructor, Training Dept.\nPacific University, Forest Grove, Oregon.\nWalters, Rolland J. D., Superintendent of\nSchools , Rocky Ford, Colo.\nWebber,\n\nElmer\n\nH.,\n\nSuperintendent\n\nof\n\nSchools, Mapleton, Maine.\nWilliston, Edith Holmes , Department of\nModern Languages, Providence Technical\nHigh School, Providence, R. I.\nWilson, Harry Bruce, Superintendent of\nSchools, Berkeley, Calif.\nWinship, Albert E., Editor, Journal of Education,\n\nBoston, Mass .\n\nWood, Will C. , State Superintendent of\nPublic Instruction, Sacramento , Calif.\nWoodward, Annie Carleton, High School,\nSomerville, Mass.\nWright, Robert H. , President, East Carolina Teachers College, Greenville, N. C.\nYork, Lewis E., Superintendent of Schools,\nMassillon, Ohio ,\n\n"}
{"page": 1143, "printed_page": null, "text": "1080\n\nNATIONAL EDUCATION ASSOCIATION\n\nPublications of the National Education Association\nHistorical Note-In 1906 there was published an index by authors ,\ntitles, and subjects to the publications of the National Education Association\nfor its first fifty years, 1856-1906, compiled by Martha Furber Nelson, 211\npages. There is an index in each Volume of Proceedings.\n\nThe December\n\nnumber of The Journal for each year includes a title page and index for\nthe year. The current Volume of Proceedings and The Journal are indexed in the Readers' Guide to Periodical Literature.\n\nThe Association's\n\npublications from 1857 to 1924 are listed in detail in the Proceedings of\n1924, pages 1041-1060. It should be noted that the early proceedings of\nthe Department of Superintendence were published by the Bureau of Education, not by the Association.\nTable of Publications, 1924-1925\nNumber\nTitle\n\nWhen\n\npages\n\npublished\n\neach\n\nJOURNAL of The N. E. A., Sept. -Oct. 1924-June\nAddresses and Proceedings .\n\nResearch Bulletin, Vol. 1, No. 5 ....\nResearch Bulletin, Vol. 2, No. 3 ...\nResearch Bulletin, Vol. 2, No. 4 ...\nResearch Bulletin, Vol . 2, No. 5 ....\nResearch Bulletin, Vol. 3, Nos. 1-2 .\n\nReprints from JOURNAL\nProgram of Washington Meeting .\nOfficial Manual for Delegates\n\nReport of the Secretary\nReport of the Executive Committee\nReport of Trustees\nReport of Treasurer\n\nDec. ,\nNov. ,\nJuly,\nSept.,\nNov. ,\n\n68\n1925\n1924 1108\n1924\n48\n1924\n32\n1924\n40\n40\n1924\n\nJan.-Mar. '25\n\n72\n\nJuly,\nJuly,\nJuly,\nJuly,\nJuly,\nJuly,\nJuly,\n\nReport of Treasurer (Reprint)\nReport of Legislative Commission\nJuly,\nReport of Committee on Revision of Departpartments\nJuly,\nReport of Committee on Retirement Allowances\nJuly,\nCollected Reports\nJuly,\nReport on Visual Education\nJuly,\n\nTotal\n\nNumber\ncopies\n1,177,000\n6,000\n9,000\n11,000\n10,000\n30,000\n28,000\n\nnumber\npages\n\n80,036,000\n6,648,000\n432,000\n352,000\n\n400,000\n1,200,000\n2,016,000\n45,000\n960,000\n160,000\n80,000\n16,000\n32,000\n16,000\n16,000\n192,000\n\n1924\n\n80\n\n1924\n1924\n1924\n\n80\n40\n\n1924\n1924\n1924\n\n16\n\n1924\n\n16\n\n12,000\n2,000\n2,000\n2,000\n2,000\n2,000\n2,000\n12,000\n\n1924\n\n4\n\n2,000\n\n8,000\n\n1924\n\n24\n\n1924\n\n60\n\n1924\n\n16\n\n2,000\n2,000\n2,000\n\n48,000\n120,000\n32,000\n\n16\n48\n\n2,000\n1,500\n\n82,000\n72,000\n2,000\n128,000\n\n8\n\n8\n8\n\nReport of Committee on Evaluation of Instruction\n\nIlliteracy Report\n\nJuly,\n\n1924\n1924\n\nNational Conference on Thrift ( Program)\n\nJuly,\nJuly,\n\n1924\n1924\n\n4\n\n500\n\n64\n\nJuly,\nDec.,\nApr.,\nFeb. ,\nSept. ,\n\n1924\n1924\n1925\n1925\n\n172\n172\n172\n168\n\n1924\n\n80\n\n2,000\n2,000\n5,000\n5,000\n15,000\n2,000\n\n1,008,000\n160,000\n\nFeb.,\nFeb. ,\n\n1925\n1925\n\n428\n48\n\n6,000\n11,000\n\n2,568,000\n528,000\n\nMarch,\n\n1925\n\n236\n\n3,000\n\n708,000\n\nMarch,\nFeb.,\nFeb.,\nAug.,\n\n1925\n\n16\n24\n\n8,000\n\n10,000\n\n4\n\n8,000\n\nJuly,\n\nReport of Committee on Tenure\nHealth Education\n\nHealth Education (Reprint)\nHealth Education ( Reprint)\nReport on School House Planning\nThrift Education\n\n344,000\n\n860,000\n860,000\n\nDepartment of Superintendence-Third Yearbook\n\nProgram of Cincinnati Meeting\n\nOfficial Report of Department of Superintendence-Cincinnati\n\nWhat the Colleges can do for the People, F.\nD. Boynton\n\nThe Exhibit\n-Directory and Guide\nThe Keenest Minds, etc.\nAims and Responsibilities .\n\n6\n\n12,000\n\n48,000\n240,000\n12,000\n72,000\n\n1924\n\n64\n\n3,500\n\n224,000\n\n1925\n\n64\n\n3,500\n\n224,000\n\nApril,.\n\n1925\n\n64\n\n4,500\n\n288,000\n\nNov. ,\nOct.,\n\n1925\n1924\n1924\n\n484\n275\n\n4,500\n5,000\n\n2,178,000\n1,875,000\n18,000\n\nBulletin of Department of Elementary School\nPrincipals, Vol. 4, No. 1 ....\nOct.,\nBulletin of Department of Elementary School\nPrincipals , Vol. 4, No. 2 ....\nJan.,\nBulletin of Department of Elementary School\nPrincipals , Vol. 4, No. 3 ..\n\nYearbook of Department of Elementary\nSchool Principals, Bulletin Vol. 4, No. 4 July,\nWilliam T.\n\nHarris\n\nCirculars for Harris Book\n\n1925\n1925\n1924\n\n"}
{"page": 1144, "printed_page": null, "text": "1081\n\nPUBLICATIONS OF THE ASSOCIATIONS\n\nNumber\nTitle\n\nWhen\n\npublished\n\nAug.,\n\n1925\n1925\n1924\n1924\n1924\n1924\n1924\n1924\n1924\n1924\n1924\n1925\n1924\n1924\n\nJuly,\nSept.,\nFeb.,\n\n1924\n1924\n1925\n\nInformation for Delegates to World Federation May,\nList of N. E. A. Publications\nPlan for Teachers Home\nΝ . Ε. Α. Booklet of Information\nΝ. Ε. A. Booklet of Information\n\nJan. ,\nOct.,\nSept. ,\nDec.,\n\nAn Appeal to Prejudice and Ignorance .\nDr. Pritchett and Child Labor\nWashington Souvenir Booklet\n\nOct.,\nJuly,\n\nSuggested Constitution for Local Associations Sept. ,\nInquiry of Salary Commission\nThe Nation's Teachers\nLife Enlistments\n\nSept.,\nJuly.,\nApril,\n\nThe Education Bill-Report and Discussion July,\nHow the $2 is Spent\n\npages\neach\n4\n4\n4\n\n16\n16\n6\n4\n8\n6\n4\n24\n\nNumber\ncopies\n1,500\n2,000\n1,000\n5,000\n5,000\n65,000\n13,000\n2,000\n3,000\n6,000\n2,000\n\nTotal\nnumber\npages\n\n6,000\n8,000\n4,000\n90,000\n90,000\n390,000\n52,000\n16,000\n18,000\n24,000\n48,000\n48,000\n480,000\n800,000\n\n4\n\n8,000\n20,000\n200,000\n\n4\n4\n\n300\n50,000\n\n6\n\n2,500\n\n200,000\n15,000\n2,500,000\n\n1,805,300\n\n109,548,200\n\n6\n\n24\n\nConstitution of the Department of Classroom\nTeachers\nThe Tocsin\n\nLeaflet with answers to questions\nMembership literature and circulars\nTotal...\n\n1,200\n\n"}
{"page": 1145, "printed_page": null, "text": ""}
{"page": 1146, "printed_page": null, "text": "Index\n[Names of authors are set in SMALL CAPITALS ]\n\nABERCROMBIE, JOHN W. Interpreting the\nState program, 52\n\nBARTH, GEORGE P. Twenty years of\nmedical inspection in the public schools\n\nAct of incorporation, 929\n\nof Milwaukee, 578\n\nADAIR, CORNELIA S. Teacher participa-\n\nBEALS, F. L. Safeguarding peace, 772\n\ntion in the determination of school\n\nBENNION, MILTON. Report of committee\non character education, 182\n\npolicies from the viewpoint of the\nclassroom teacher, 98\n\nBEVERIDGE, ALBERT J.\n\nAdapting the curriculum to individual\n\nand community needs (JOHN W.\n\nSteady as she\n\ngoes- abstract, 81\n\nEduBLAIR, FRANCIS G. The National\nformative\ncation Association as\n\nWITHERS) , 815\n\na\n\nAddress of welcome ( W. P. DEARING) , 1\nAdministration and supervision of rural\nschools under the county unit plan in\n\nforce, 84\nBLITŻ, ANNA DUDLEY. Report of chair-\n\nOhio ( O. E. PORE) , 564\nAdministration of visual education-ab-\n\nof deans of women to other organizations, 409\n\nstract (GEORGE D. STRAYER) , 870\nAdministrative service, Report of division of ( SHERWOOD D. SHANKLAND) ,\n\nBLOODWORTH, CLUTIE. Outstanding needs\nin developing a program of adult edu-\n\n1052\n\nAdult education, 332, 340, 342, 345, 348\nAIKEN, WILFORD W. Education and in-\n\nternational relations, 614\nAims of the nature study movement,\nThe (ANNA BOTSFORD COмятoск) , 608\n\nALLAN, HAROLD A. Report of the business division, 1034\n\nAmerican education week, 798\nAmerican Legion, Greetings of, 2\nAMOS, THYRSA W.\n\nman on relations of the department\n\ncation for native illiterates, 345\nBoard of directors, minutes of the meet-\n\ning of the, Indianapolis , 1006\nBoard of directors, new, Minutes of the\nmeeting of, 1008\nBOGAN, WILLIAM J.\n\nHow the schools\n\nmay provide for the common defense,\n749\n\nBORDEN, W. W. How we use vocational\ninformation , 781\n\nBOWMAN, LOUIS A. Public support of\nadult education from the standpoint\n\nReport of member-\n\nship committee of the department of\n\nof the employer, 342\n\nBOYNTON, FRANK D. What the colleges\n\ndeans of women, 412 ; Student govern-\n\ncan do for the public schools, 845\n\nBRADFORD, MARY C. C. The wider wel-\n\nment, 440\n\nAnalysis of the principalship as a basis\nfor the preparation of elementary\nschool principals ( J. CAYCE MORRISON) , 453\n\ncome and response, 3\n\nBRADSTREET, HOWARD.\n\nInculcation of\n\nANDREWS, FANNIE FERN. Report of the\n\nideals in civics, 352\nBROOME, EDWIN C. The commission on\nthe curriculum, 804\n\ncommittee to co-operate with the\n\nBRYAN, WILLIAM L. Schools and the\n\nAmerican school citizenship league,\n\nbuilding of character, 22; The func-\n\n254\n\ntion of the university, 838\n\nAre we in step ?-abstract (SHERMAN\nPERRY) , 358\nArt expression, 855\nAthletics , 618, 628\nAuditor's report, 1015\n\nAYER, ADELAIDE M.\n\n(J. O. ENGLEMAN ) , 127\nBURNS, S , T.\n\nRural school music and\n\ncounty supervision, 512\nA study of rural\n\nBusiness aspect of school activitiesabstract ( PAUL H. SEAY) , 359\n\nBusiness division, Report of ( HAROLD\n\nschool attendance, 526\nBALCOM, A. G.\n\nBuilding the child's philosophy of life\n\nThe organization of\n\nA. ALLAN) , 1034\nBUTTERFIELD, ERNEST W.\n\nvisual instruction, 302\n\nIn the north,\n\nequality of educational opportunity,\n\nBALLOU, FRANK W. Introducing educational research into Washington pub-\n\nlic schools, 783 ; Progress in the\nscience of education in the last twentyfive years, 11\nBaltimore's new school building program\n(HENRY S. WEST) , 793\n\n686\n\nBy-laws , 934\n\nCalendar of meetings, 945\nCARRIS,\n\nLEWIS\n\nH.\n\nResponsibility\n\nof\n\nschools for conservation of vision, 281\nCARROTHERS, GEORGE E. Report of com-\n\n[1083]\n\nmittee on community relations, 249\n\n"}
{"page": 1147, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1084\n\nCHAMBERLAIN, ARTHUR H.\n\nReport of\n\ncommittee on thrift education, 188\nChanges in curricula and method dur-\n\ning the past twenty-five years in kindergarten education ( PATTY S. HILL) ,\n484\n\nCharacter\n\nbuilding\n\n(ALEXANDER\n\nC.\n\nPURDY), 414\nCharacter education, 22, 139, 182, 130,\n414, 462\n\nCHEWNING, JOHN O.\n\nStudent self-gov-\n\nCommon defense, 751, 759, 768, 772\nCommunity relations, 249\nComstock, ADA L.\n\nNew devices and\n\ndesires in colleges for women, 426\nCOMSTOCK, ANNA BOTSFORD. The aims\nof the nature study movement, 608\nCONDON, RANDALL J. The faith of the\nfounders , 648\n\nCONLEY, EMMA. Use of measurements\nand objective tests in home economics,\n902\n\nConsolidated and one-teacher schools,\n\nernment, 737\n\nClerical work, Reduction of (JULIA E.\n\n539\n\nConstitution of the World Federation of\n\nSULLIVAN ) , 377\n\nColleges and the people (ERNEST HIRAM\nLINDLEY) , 63\n\nColleges and the public schools, 845\nCommission on the curriculum, The\n(EDWIN C. BROOME) , 804\n\nCommittees, Reports of (Figures\n\nin\n\nitalics refer to lists of committee mem-\n\nEducation Associations, 914\nContinuity of education, outline for open\nforum (J. M. GWINN) , 336\nControversial subjects in the schools\n(HERBERT S. HOUSTON) , 742\nCOOK, KATHERINE M. Distribution of\nconsolidated and one-teacher schools,\n539\n\nbers) :\n\nAmerican Education Week, 216, 959\nAmerican school program, 959\nArithmetic revision, 960\n\nCharacter education, 182, 960\nChild labor, 172, 954\nClassification\n\nof educational\n\nma-\n\nterial, 961\n\nClassroom teachers' problems, 200,\n954\n\nCoöperative plan for curriculum revision, A, 834, 859\nCoöperative plan for curriculum revision, A (Z. E. Scort) , 834\nCoördinating business education with vocational opportunities-abstract ( STANLEY ROTH) , 356\n\nCRABTREE, J. W.\n\nReport of the secre-\n\ntary, 1025\n\nCo-inclusive membership, 253, 961\nCommunity relations, 249, 962\n\nCoöperation with World Federation\nof Education Associations, 196,\n962\n\nEditorial council, 963\nEducational nomenclature, 963\nEnglish, 963\n\nEthics of the profession, 241, 964\nHealth problems in education, 261,\n965\n\nHome for retired teachers, 185\n\nCRANDALL, ERNEST L.\n\nPresident's ad-\n\ndress, department of visual instruction-abstract, 868\n\nCulture and brass tacks\n\n( MEREDITH\n\nNICHOLSON) , 74\nCurriculum, The, a paramount issue\n(CHARLES H. JUDD) , 805\nCurriculum problem attacked scientifically, The ( ERNEST HORN ) , 812\n\nCurriculum revision, 802, 803 , 804, 805,\n812, 815, 826, 834, 859\nCurriculum revision: how a particular\n\nIlliteracy, 140, 965\n\ncity may attack the problem (A. L.\n\nLegislative, 244, 965\nNecrology, 1058\nPartial payment of expenses to annual convention, 264, 264\n\nTHRELKELD) , 826\n\nRacial well-being, 966\nRelationships , 184, 966\nResearch advisory, 966\nRetirement allowances, 955\n\nRevision of departments, 1054, 966\nRural teachers' problems, 956\nStandards\n\nand requirements and\n\ncredits for teachers in service,\n237, 967\nTeacher tenure, 220, 958\n\nDAVIS, MARY DABNEY. General practice\n\nin kindergartens in the United States,\n492\n\nDEARING, W. P. Address of welcome, 1\nDefense against accidents (ZACH C.\nELKIN ) , 768\n\nDefense through the educated quota:\nthe all-year school (H. C. WEBER ) ,\n751\n\nDelegates to the fifth representative assembly, list of, 1060\n\nDepartment of superintendence and di-\n\nTeaching of democracy, 191, 967\nThrift education, 188, 967\n\nvision of administrative service, Report of (SHERWOOD D. SHANKLAND) ,\n\nTo coöperate with American Citizenship League, 254, 959\nVisual education, 968\n\nDepartments , Reports of meetings of:\n\n1052\n\nAdult education, 337\n\n"}
{"page": 1148, "printed_page": null, "text": "1085\n\nINDEX\n\nBusiness education, 354\nClassroom teachers , 365\nDeans of women, 403\nElementary school principals, 450, 451\n\nEducational research in Washington,\nD. C., 783\nEducational values derived from the\n\nteaching of science in grades I to VI\n\nKindergarten education, 478\n\nin the elementary schools ( CLIFFORD\n\nMusic education, 504\nRural education, 522, 563\n\nELKIN, ZACH C. Defense against acci-\n\nL. WOODY) , 468\n\nSchool health and physical education,\n577\n\nScience instruction, 598\nSecondary school principals, 609\nSuperintendence, 633, 644\nTeachers' colleges, 863\nVisual instruction, 864\nVocational education, 872, 911\nDevelopment of the teachers' college (J.\n\ncommittee on the teaching of democracy, 191\n\nEqual rights to community benefits in\nthe field of rural education in Ala-\n\nbama ( A. F. HARMAN) , 682\n\nA. HILL) , 394\n\nDIETRICH, H. O.\n\ndents, 768\n\nELLIOTT, EDWARD C. Progress in colleges and universities, 32\nENGLEMAN, J. O. Building the child's\nphilosophy of life, 127; Report of the\n\nJustice for children,\n\n710\n\nDiscussion of the value and implications\nof the study for future progress ( JANE\nELIZABETH JOSLIN ) , 500\nDiscussion of the value and implication\n\nfor supervisors of the report on the\nstudy of kindergarten practice (MAR-\n\nEquality of educational opportunity\n(JOHN J. TIGERT) , 676 ; (E. W.\nBUTTERFIELD ) , 686\n\nExecutive committee, report of, 989\nExecutive committee, summary of minutes of, 1924-25, 998\n\nExtra-curricular activities ( FRANKLIN S.\nLAMAR) , 609\n\nGARET C. HOLMES) , 498\n\nDiscussion on responsibility of schools\nfor conservation of vision ( MARY E.\nMURPHY) , 287\nDistribution of consolidated and one-\n\nteacher schools ( KATHERINE M. COOK) ,\n\nFaith of the American people in public\neducation ( JOHN J. TIGERT) , 5\nFaith of the Founders , The ( RANDALL\nJ. CONDON) , 648\n\nFederal aid to education ( MABEL V.\nWILSON) , 388\n\n539\n\nDivision of classroom service, Report of\n\nFifth representative assembly, The, 1060\n\n(AGNES WINN ) , 1046\nDivision of publications, Report of ( JOY\nELMER MORGAN) , 1039\nDivision of records and accounts, Report of ( HELEN T. HIXON) , 1036\n\nFinancing State teachers'\n\nDivision of records and membership,\nReport of ( T. D. MARTIN ) , 1053\nDOBBS, ELLA VICTORIA .\n\nThe functions\n\nof teachers' organizations in interpreting the schools to the public, 68\nImprovement of\nDOLFINGER, EMMA.\nteacher training for health education\nin schools, 278\nDollar for dollar ( CARLETON B. GIBSON) , 779\nDOUDNA, E. G. What the colleges can\n\nSalutation, 646\n\nEDGERTON, A. H. Uses and limitations\nof standardized tests in junior high\nschool industrial arts , 890\nEducation\n\nand international\n\nFORCE, ANNA LAURA. Report on status\nof the American woman teacher, 321\n\nFortification by public opinion (ERIC C.\nHOPWOOD) , 759\n\nFRANK, GLENN .\n\nResponsibility of the\n\npress in interpreting the schools to\nthe public-abstract, 73\n\nFRASER, ANNA GRAEME. Interpreting the\nschool to the home, 56\nFunctions of teachers' organizations in\ninterpreting the schools to the public\n\n(ELLA VICTORIA DOBBS), 68\nFunction of the central library for a\n\nschool system ( HENRY C. JOHNSON ) ,\n787\n\ndo for the public schools, 841\nDYER, FRANK B.\n\nassociations\n\n(MRS. T. V. GOODRICH) , 114\n\nFunction of the commercial supervisorabstract ( E. F. KILLAM) , 364\n\nFunction of the university, The ( WILLIAM L. BRYAN ) , 838\nGAGE, LUCY. Kindergarten progress\n\nrelations\n\nduring the past twenty-five years, 480\n\n( WILFORD W. AIKEN ) , 614\nEducational outlook at the end of the\nfirst quarter of the twentieth century\n\nGeneral practice in kindergartens in\n\n(JESSE H. NEWLON ) , 38\nEducational opportunity, 676, 682, 686\n\nEducational progress, 11, 17, 32, 480,\n484\n\nthe United States\n\n( MARY DABNEY\n\nDAVIS ) , 492\nGeneral sessions, 1\n\nGeneral sessions, program of, 974\n\nGIBSON, CARLETON B. Dollar for dollar,\n779\n\n"}
{"page": 1149, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1084\n\nCHAMBERLAIN, ARTHUR H. Report of\ncommittee on thrift education, 188\nChanges in curricula and method during the past twenty-five years in kin-\n\nCommon defense, 751, 759, 768, 772\nCommunity relations, 249\nComstock, ADA L. New devices and\ndesires in colleges for women, 426\n\ndergarten education ( PATTY S. HILL) ,\n\nCOMSTOCK, ANNA BOTSFORD. The aims\n\n484\n\nof the nature study movement, 608\nCONDON, RANDALL J. The faith of the\n\nCharacter\n\nbuilding\n\n(ALEXANDER\n\nС.\n\nPURDY) , 414\n\nfounders, 648\n\nCharacter education, 22, 139, 182, 130,\nStudent self-gov-\n\n902\n\nConsolidated and one-teacher schools,\n\nernment, 737\n\nClerical work, Reduction of ( JULIA Ε.\nSULLIVAN ) , 377\nColleges and the people (ERNEST HIRAM\nLINDLEY) , 63\n\nColleges and the public schools, 845\nCommission on the curriculum, The\n(EDWIN C. BROOME) , 804\n\nCommittees, Reports of ( Figures in\nitalics refer to lists of committee members) :\n\nAmerican Education Week, 216, 959\nAmerican school program, 959\nArithmetic revision, 960\nCharacter education, 182, 960\nChild labor, 172, 954\nClassification of\n\nUse of measurements\n\nand objective tests in home economics,\n\n414, 462\n\nCHEWNING, JOHN O.\n\nCONLEY, EMMA.\n\neducational\n\nma-\n\nterial, 961\n\nClassroom teachers' problems, 200,\n954\n\nCo-inclusive membership, 253, 961\nCommunity relations, 249, 962\nCoöperation with World Federation\n\nof Education Associations, 196,\n962\n\n539\n\nConstitution of the World Federation of\n\nEducation Associations, 914\n\nContinuity of education, outline for open\nforum (J. M. GWINN ) , 336\nControversial subjects in the schools\n\n(HERBERT S. HOUSTON ) , 742\nCOOK, KATHERINE M. Distribution of\nconsolidated and one-teacher schools,\n539\n\nCoöperative plan for curriculum revision, A, 834, 859\nCoöperative plan for curriculum revi-\n\nsion, A (Z. E. Scort ) , 834\nCoördinating business education with vocational opportunities-abstract ( STANLEY ROTH ) , 356\nCRABTREE, J. W. Report of the secretary, 1025\n\nCRANDALL, ERNEST L. President's address, department of visual instruction-abstract, 868\n\nCulture and brass tacks\n\n( MEREDITH\n\nNICHOLSON ) , 74\n\nEditorial council, 963\nEducational nomenclature, 963\nEnglish, 963\nEthics of the profession, 241, 964\n\nCurriculum, The, a paramount issue\n(CHARLES H. JUDD) , 805\nCurriculum problem attacked scientific-\n\nHealth problems in education, 261,\n\nCurriculum revision, 802, 803, 804, 805,\n\n965\n\nHome for retired teachers, 185\nIlliteracy, 140, 965\nLegislative, 244, 965\n\nally, The ( ERNEST HORN) , 812\n812, 815, 826, 834, 859\n\nCurriculum revision: how a particular\ncity may attack the problem (A. L.\nTHRELKELD) , 826\n\nNecrology, 1058\n\nPartial payment of expenses to annual convention, 264, 264\nRacial well-being, 966\n\nDAVIS, MARY DABNEY. General practice\nin kindergartens in the United States,\n\nRelationships, 184, 966\n\nDEARING, W. P. Address of welcome, 1\n\nResearch advisory, 966\nRetirement allowances, 955\n\nDefense against accidents (ZACH C.\n\nRevision of departments, 1054, 966\n\n492\n\nELKIN ) , 768\nDefense through the educated quota:\n\nRural teachers' problems, 956\nStandards and requirements and\n\nthe all-year school (H. C. WEBER) ,\n\ncredits for teachers in service,\n\nDelegates to the fifth representative as-\n\n237, 967\nTeacher tenure, 220, 958\nTeaching of democracy, 191, 967\nThrift education, 188, 967\nTo coöperate with American Citizenship League, 254, 959\nVisual education, 968\n\n751\n\nsembly, list of, 1060\n\nDepartment of superintendence and division of administrative service, Re-\n\nport of (SHERWOOD D. SHANKLAND) ,\n1052\n\nDepartments, Reports of meetings of:\nAdult education, 337\n\n"}
{"page": 1150, "printed_page": null, "text": "1085\n\nINDEX\n\nBusiness education, 354\n\nEducational research in Washington,\n\nClassroom teachers, 365\n\nD. C., 783\nEducational values derived from the\n\nDeans of women, 403\nElementary school principals, 450, 451\nKindergarten education, 478\nMusic education, 504\nRural education, 522, 563\n\nSchool health and physical education,\n577\n\nScience instruction, 598\n\nSecondary school principals, 609\nSuperintendence , 633, 644\nTeachers' colleges , 863\nVisual instruction, 864\nVocational education, 872, 911\n\nDevelopment of the teachers' college (J.\n\nteaching of science in grades I to VI\nin the elementary schools ( CLIFFORD\nL. WOODY) , 468\n\nELKIN, ZACH C. Defense against accidents, 768\n\nELLIOTT, EDWARD C. Progress in colleges and universities, 32\nENGLEMAN, J. O. Building the child's\nphilosophy of life, 127; Report of the\ncommittee on the teaching of democracy, 191\n\nEqual rights to community benefits in\nthe field of rural education in Ala-\n\nbama ( A. F. HARMAN) , 682\n\nA. HILL) , 394\n\nDIETRICH, H. O. Justice for children,\n\nEquality of educational opportunity\n(JOHN J.\n\n710\n\nDiscussion of the value and implications\n\nTIGERT) , 6763\n\n(E.\n\nW.\n\nBUTTERFIELD ) , 686\n\ncommittee, report of, 989\nofthe study for future progress (JANE Executive\nExecutive committee, summary of minELIZABETH JOSLIN ) , 500\n\nDiscussion of the value and implication\nfor supervisors of the report on the\nstudy of kindergarten practice ( MARGARET C. HOLMES ) , 498\n\nDiscussion on responsibility of schools\nfor conservation of vision (MARY E.\nMURPHY ) , 287\nDistribution of consolidated and one-\n\nteacher schools (KATHERINE M. COOK ) ,\n539\n\nutes of, 1924-25 , 998\n\nExtra - curricular activities (FRANKLIN S.\nLAMAR) , 609\n\nFaith of the American people in public\neducation (JOHN J. TIGERT ) , 5\n\nFaith of the Founders, The ( RANDALL\nJ. CONDON ) , 648\n\nFederal aid to education ( MABEL V.\nWILSON) , 388\n\nFifth representative assembly, The, 1060\n\nDivision of classroom service, Report of\n(AGNES WINN ) , 1046\n\nDivision of publications, Report of ( JoY\nELMER MORGAN ) , 1039\nDivision of records and accounts , Re-\n\nport of (HELEN Τ. ΗΙΧΟΝ), 1036\nDivision of records and membership,\nReport of ( T. D. MARTIN ) , 1053\nDOBBS, ELLA VICTORIA. The functions\n\nof teachers' organizations in interpreting the schools to the public, 68\nDOLFINGER, EMMA.\nImprovement of\nteacher training for health education\nin schools, 278\nDollar for dollar ( CARLETON B. GIBSON ) , 779\n\nDOUDNA, E. G. What the colleges can\n\nFinancing State teachers' associations\n(MRS. T. V. GOODRICH) , 114\nFORCE, ANNA LAURA. Report on status\nof the American woman teacher, 321\n\nFortification by public opinion (ERIC C.\nHOPWOOD ) , 759\n\nFRANK, GLENN. Responsibility of the\npress in interpreting the schools to\nthe public-abstract, 73\n\nFRASER, ANNA GRAEME. Interpreting the\nschool to the home, 56\nFunctions of teachers' organizations in\ninterpreting the schools to the public\n(ELLA VICTORIA DOBBS ) , 68\nFunction of the central library for a\n\nschool system ( HENRY C. JOHNSON) ,\n787\n\ndo for the public schools, 841\nDYER, FRANK B. Salutation, 646\n\nFunction of the commercial supervisorabstract ( E. F. KILLAM) , 364\n\nUses and limitations\n\nFunction of the university, The ( WIL-\n\nof standardized tests in junior high\n\nLIAM L. BRYAN ) , 838\nGAGE, LUCY. Kindergarten progress\n\nEDGERTON, A. H.\n\nschool industrial arts, 890\nEducation and international relations\n(WILFORD W. AIKEN ) , 614\n\nduring the past twenty-five years , 480\nGeneral practice in kindergartens in\n\n(JESSE H. NEWLON ) , 38\nEducational opportunity, 676, 682, 686\n\nthe United States ( MARY DABNEY\nDAVIS ) , 492\nGeneral sessions, 1\nGeneral sessions, program of, 974\n\nEducational progress, 11, 17, 32, 480,\n\nGIBSON, CARLETON B. Dollar for dollar,\n\nEducational outlook at the end of the\n\nfirst quarter of the twentieth century\n\n+84\n\n779\n\n"}
{"page": 1151, "printed_page": null, "text": "1088\n\nNATIONAL EDUCATION ASSOCIATION\n\nMinutes of the Executive committee for\nthe year 1924-25 , 998\n\nMinutes of the Fifth Representative assembly, 983\nMinutes of the meeting of the board of\n\nNORRIS, J. ANNA. Moral obligation to\nbe physically fit- abstract, 592\nNORTON, JOHN Κ.\n\nReport of research\n\ndivision, 1042\nObjectives in industrial education ( Μ.\n\ndirectors- Indianapolis , 1006\nMinutes of the meeting of the new board\nof directors , 1008\n\nMONROE, BELLE M. Strategic position\nof the principal in interpretation of\nthe school to the public, 57\nMoral code for children ( W. O. SAUNDERS) , 139\nMoral education 127, 130, 133, 135, 139\nAlso see character education.\n\nM. Proffitt ) , 905\nOfficers for 1924-25, 947 ; 1925-26, 969\n\nOrchestra in the public schools, The.\n(GAYLORD R. HUMBERGER ) , 520\nOrganization of visual instruction (A.\nG. BALCOM) , 302\nOur Association and Its Work-Presi-\n\ndent's Report (JESSE H. NEWLON) , 47\nOur constituents ( OLIVIA POUND) , 90\n\nMoral obligation to be physically fitabstract ( J. ANNA NORRIS) , 592\n\nOutcomes of our curriculum program\n(JESSE H. NEWLON) , 802\n\nMorals of modern youth ( HENRY NOBLE\n\nOutlawry of war-the next step in civilization ( RAYMOND ROBINS) , 775\nOutstanding accomplishments in the field\n\nSHERWOOD) , 133\nMORGAN, JOY ELMER.\n\nReport of divi-\n\nsion of publications, 1039 ; Responsibilities of educational journalism in\n\nof adult education\n\nsince\n\nthe war\n\n(CHARLES M. HERLIHY) , 340\n\nneeds in the development\ninterpreting the schools to the public, Outstanding\nof programs of adult education for\n\n69; The journals of teachers' associations, 119\nMORGAN, KATHERINE M. Report of com-\n\nmittee on sabbatical year, 369\n\n( CLUTIE\n\nBLOOD-\n\nParents' responsibility for moral educa-\n\nAnalysis of the\n\nMORRISON, J. CAYCE.\n\nnative illiterates\nWORTH) , 345\n\nDiscussion on the\n\ntion (MRS. A. H. REEVE), 135\nPeace, Safe-guarding, 772, 775\nPERRY, ARTHUR C., JR. Justice in high\nplaces, 729\nPERRY, SHERMAN. Are we in step ?abstract, 358\n\nof schools for conserresponsibility\nvationofvisi\nvision, 287\n\nPersonnel audit of the teaching staff,\nThe ( E. E. Lewis ) , 795\n\nprincipalship as a basis for the preparation of elementary school principals, 453\nMUIR, SARAH T.\n\nCommittee on ethics\n\nof the profession, 241\nMURPHY, MARY E.\n\nMYERS, CHARLES EVERETT.\nThe relation of measurements to vocational\n\neducation and agriculture, 898\nNational council of education, Secretary's minutes, 266, 308 ; Officers for\n1925-26, 311\n\nNational\n\nEducation Association as a\n\nformative force ( FRANCIS G. BLAIR) ,\n\nPETERSON, ANNA LOCKWOOD.\n\nTeacher\n\nparticipation in the determination of\npolicies from the viewpoint of the\nclassroom teacher, 93\nPITTS, DORA H. Secretarial training in\nthe high school-abstract, 356\nPlace of interscholastic athletics on the\n\nhigh school program, The (C. W.\nWHITTEN ) , 618\n\nPlace of the typewriter in history and\n\n84\n\nNature study movement, 608\nNeed the council has for departments of\n\neducation-abstract ( HARRY COLLINS\nSPILLMAN ) , 355\n\nthe National Education Association\n\nPORE, O. E. Administration and supervision of\n\n(J. M. GWINN ) , 269\n\nNew devices and desires in colleges for\nwomen (ADAL. COMSTOCK), 426\nNEWLON, JESSE H. Educational outlook\nat the end of the first quarter of the\n\nrural schools\n\nunder the\n\ncounty unit plan in Ohio, 564\nPOUND, OLIVIA. Our constituents, 90\nPOWELL, GARLAND W. Greetings of the\nAmerican Legion, 2\n\ntwentieth century, 38 ; Outcomes of Preparation for school life-abstract\nour curriculum program, 802 ; Presi-\n\n(H. M. YOUNG ) , 588\n\ndent's Report-our association and its\n\nPresidential message to the delegate as-\n\nwork, 47; Service the national council\n\nsembly of the World Federation of\nEducation Associations (AUGUSTUS O.\nTHOMAS ) , 919\n\ncan render the National Education\n\nAssociation, 271 ; Why is superintendence ? 657\n\nNICHOLSON,\n\nMEREDITH.\n\nbrass tacks, 74\n\nCulture\n\nand\n\nPresident's address, department of visual instruction-abstract (ERNEST L.\nCRANDALL) , 868\n\n"}
{"page": 1152, "printed_page": null, "text": "INDEX\n\n1089\n\nPresident's opening address, department\n\nReport of Executive committee to the\n\nof superintendence, Cincinnati meet-\n\nboard of directors and to the repre-\n\ning (WILLIAM MCANDREW ) , 655\n\nPresident's report, department of deans\nof women (AGNES E. WELLS) , 407\nPresident's Report - Our Association\n\nsentative assembly, 989\nReport of membership committee of the\ndepartment of deans of\n( THYRSA W. Amos ) , 412\n\nwomen\n\nand its work ( JESSE H. NEWLON ) , 47\nPressing needs in the field of the dean\nof girls ( SARAH M. STURTEVANT) , 434\n\nReport of the auditor, 1015\nReport of the committee on resolutions\n( UEL W. LAMKIN ) , 1009\n\nObjectives in indus-\n\nReport of the committee on the revision\n\nPROFFITT, M. M.\n\nof the Constitution of the World Fed-\n\ntrial education, 905\n\nEducation\n\nProgram of General Sessions, 974\n\neration\n\nProgress in colleges and universities\n(EDWARD C. ELLIOTT) , 32\n\nrelative to the Herman-Jordan plan,\n\nProgress in the administration and support of schools during the first quar-\n\nter of the twentieth century ( GEORGE\nD. STRAYER ) , 17\nProgress in the science of education in\nthe last twenty-five years ( FRANK W.\nBALLOU) , 11\n\nProgress report of the committee on retardation costs due to overcrowded\n\nAssociations\n\n916\n\nReport of the committee on women as\nadministratives in the educational\n\nfield ( JULIA E. SULLIVAN ) , 378\nReport of the secretary of the National\n\nEducation Association (J. W. CRABTREE) , 1025\nReport of the treasurer, 1011\nReport of trustees, 1015\nReport on status of American woman\n\nteacher ( ANNA LAURA FORCE) , 321\n\nclasses ( EULA HUNTER) , 380\nPropaganda and dogma, 598\n\nReports of committees (See committees,\n\nPublic support of adult education from\n\nthe standpoint of the employer ( LOUIS\nA. BOWMAN ) , 342\nPublications of the National Education\nAssociation, 1080\n\nPublicity, School, 52, 56, 57, 62, 63, 68,\n69, 73, 383, 801\nPupil administration and character\ntraining ( HARRY C. GILLET) , 462\nPURDY, ALEXANDER C. Character building, 414\n\nReduction of clerical work ( JULIA E.\nSULLIVAN ) , 377\n\nREEVE, MRS. A. H.\n\nof\n\nThe parents' re-\n\nsponsibility for moral education, 135\nREJALL, ALFRED E. A literacy test for\nvoters and for citizenship, 163\n\nreports of)\nRepresentative Assembly-a guarantor\n(HENRY LESTER SMITH ) , 87\n\nRepresentative Assembly, minutes of,\n983\n\nRepresentative assembly, the fifth, 1060\nResearch division, Report of ( JOHN K.\nNORTON) , 1042\nResolutions of the World Federation of\n\nEducation Associations, 916\nResolutions , report of the committee on\n(UEL W. LAMKIN ) , 1009\nResponsibilities of educational journalism in interpreting the schools to the\npublic ( JOY ELMER MORGAN ) , 69\n\nResponsibility of the press in interpreting the schools to the public-abstract\n( GLENN FRANK ) , 73\nResponsibility of schools for conserva-\n\nRelation of local to State organization\n\ntion of vision ( LEWIS H. CARRIS ) , 281\n\nand of both to the national (JESSE\n\nRICE, THURMAN B. School health pro-\n\nGRAY), 120\nRelation of measurements to vocational\n\neducation\n\nand\n\nagriculture,\n\ngram in relation to mental hygiene,\n596\n\nThe\nRIDDLE, ANNA.\n\n(CHARLES EVERETT MYERS) , 898\nReport of chairman on relations of the\ndepartment of deans of women to\n\nother organizations ( ANNA DUDLEY\nBLITZ ) , 409\nReport of committee on American teach-\n\ners' colleges-abstract ( CHARLES H.\nMCKENNY) , 289\nReport of committee on sabbatical year\n\n(KATHERINE M. MORGAN ) , 369\nReport of committee on single salary\nschedule ( ANNA M. THOMPSON) , 372\nReport of committee on teacher rating\n\n( ΑΝΝΑ Μ. ΤHOMPSON ) , 375\n\nReport of committee of\n\none hundred on classroom teachers '\n\nproblems-teacher rating, 200\n\nROBINS, RAYMOND. The outlawry of war\n-the next step in civilization, 775\nROSIER, JOSEPH.\n\nReport of committee on\n\nstandards , requirements , and credits\nof teachers in service, 237\nROTH, STANLEY. Coördinating business\n\neducation with vocational opportunities-abstract, 356\n\nRural school attendance, 526\nRural school music and county supervision ( S. T. BURNS ) , 512\n\nRural school publicity, 62\n\n"}
{"page": 1153, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1090\n\nRYAN, HENRY J.\n\nIgnorance, 159\n\nSafeguarding peace (F. L. BEALS ) , 772\nSALSER, CARL W. Still picture in education, The, 294\nSalutation ( FRANK B. DYER ) , 646\nSAUNDERS, W. O. Moral code for children, 139\n\nSchool health program in relation to\nmental hygiene (THURMAN B. RICE ) ,\n596\n\nSchool policies, 98\nSchools and the building of character\n( WILLIAM L. BRYAN ) , 22\n\nScience of education, 11\nScience teaching in the schools , 468, 607\nScientific education as a defense against\n\npropaganda and dogma ( BENJAMIN\n\n1025\n\nService the national council can render\nthe National Education Association\n(JESSE H. NEWLON ) , 271\nService the national council can render\nthe National Education Association\n\nand its several departments ( JULIA A.\nSPOONER ) , 276\nSHANKLAND, SHERWOOD D. Report of\nthe department of superintendence and\nof\n\nadministrative\n\nservice,\n\n1052\n\nSHERWOOD, HENRY NOBLE.\nof modern youth, 133\n\nThe morals\n\ncurricula ( J. M. GWINN ) , 27\n\nReport of committee of\n\none thousand on child labor, 172\nSMITH , FLORA D. The illiteracy problem in a large city, 165\nSMITH, HENRY LESTER. The representative assembly-a guarantor, 87\nSMITH, PAYSON. What progress has\n\nsuperintendence made ? 669\n\nSPILLMAN, HARRY COLLINS.\n\nfor adult education (WILLIE LAWSON ) ,\n348\n\nState association journal ( A. L. MARSH ) ,\n117\n\nState program of training rural teachers, A ( JAMES E. HILLMAN ) , 554\nState's financial responsibility to the\npublic schools ( T. H. HARRIS ) , 549\nSteady as She Goes- abstract ( ALBERT\nJ. BEVERIDGE) , 81\nSTEWART, CORA WILSON. Report of the\nilliteracy commission, 140\nStill picture in education, The ( CARL\n\nStrategic position of the principal in\nthe interpretation of the schools to the\npublic ( BELLE M. MONROE) , 57\nSTRAYER , GEORGE D.\n\nAdministration of\n\nvisual education, 870 ; Illiteracy, 158 ;\nImportance of Miss Davis' general\nsurvey of kindergarten practice in\nthe United States, 497; Progress in the\nadministration and support of schools\nduring the first quarter of the twen-\n\ntieth century, 17; Report of the legislative commission, 244; The superintendent of instruction and the business\n\nmanager of schools-an anomaly, 797\nSTUART, MILO H. High school music\nfrom an administrative viewpoint,\n508\n\nStudent government, 440, 737\nStudent government ( THYRSA W. AMOS ) ,\n440\n\nStudent self-government ( JOHN O. CHEM-\n\nSignificant developments in schools and\nSIMS, JOHN F.\n\nhome economics, 902\n\nState and local support and leadership\n\nW. SALSER) , 294\n\nC. GRUENBERG ) , 598\n\nSCOTT, Z. E. A coöperative plan for\ncurriculum revision, 834\nSEAY, PAUL H. The business aspect of\nschool activities-abstract, 359\nSecretarial training in the high schoolabstract ( DORA H. PITTS ) , 356\nSecretary's report ( J. W. CRABTREE ) ,\n\ndivision\n\nStandardized tests in industrial arts ,\n890 ; in vocational education, 898 ; in\n\nThe place\n\nNING) , 737\n\nStudy of rural school attendance, A\n(ADELAIDE M. AYER) , 526\nSTURTEVANT, SARAH M. Pressing needs\nin the field of the dean of girls, 43+\nSUHRIE, AMBROSE L. Health problems\nin teacher-training institutions-abstract, 583\n\nSuitable texts for adult beginners ( H. V.\nHOLLOWAY) , 332\n\nSULLIVAN, JULIA E. Reduction of cleri-\n\nof the typewriter in history and edu-\n\ncal work, 377 ; Report of the commit-\n\ncation- abstract, 355\nSPOONER, JULIA A. Service the national\n\ntee on women as administratives in\n\ncouncil can render the National Education Association and its several de-\n\npartments, 276\n\nSPRINGMAN, J. C. The teaching of\nbookkeeping and calculating machines\nand its relation to business-abstract,\n\nthe educational field, 378\nSuperintendence, 657, 664, 669\n\nSuperintendence, Department of (See\ndepartments)\nSuperintendent of instruction and the\n\nbusiness manager of schools, Thean anomaly ( GEORGE D. STRAYER) , 797\n\n360\n\nStandard procedures in functionally or-\n\nganized business and their application\nto business training-abstract ( C. A.\nHYRE) , 363\n\nTAFT, LORADO.\n\nThe gospel of beauty ,\n\n858\n\nTaking the school to the parents ( FRANK\nE. MATHEWSON ) , 801\n\n"}
{"page": 1154, "printed_page": null, "text": "1091\n\nINDEX\n\nTeacher growth in service ( A. L. THRELKELD) , 329\n\nTeacher participation in the determina-\n\ntion of policies, 93, 98, 102, 107, 110\nTeacher participation in the determination of policies from the principal's\nviewpoint ( MARY MCSKIMMON ) , 102\n\nTeacher participation in the determination of policies from the viewpoint\nof the classroom teacher ( ANNA LOCKWOOD PETERSON ) , 933 ( CORNELIA S.\nADAIR), 98\n\nTeacher participation in the determina-\n\nTOOPS, HERBERT A. Theoretical principles underlying tests and measurements in vocational education, 873\nTreasurer's report, 1011\n\nTRESTER, ARTHUR L. The high school\nprincipal's job in athletics, 628\nTrustees, report of, 1015\n\nTwenty years of medical inspection in\nthe public schools of\n(GEORGE P. BARTH) , 578\n\nUniversity, The function of the, 838\nUse of calculating machines in classes\nin\n\ntion of policies from the viewpoint\nof the principal ( W. T. LONGSHORE ) ,\n107\n\nTeacher participation in the determination of policies from the viewpoint\nof the superintendent ( F. E. WILLARD), 110\n\nTeacher rating-Report of committee of\n\nMilwaukee\n\ncommercial\n\narithmetic - abstract\n\n(HIRAM B. LOOMIS ) , 360\nUse of measurements and objective tests\nin home economics ( ЕмMA CONLEY ) ,\n902\n\nUses\n\nand limitations\n\nof standardized\n\ntests in junior high school industrial\narts (A. H. EDGERTON ) , 890\n\none hundred on classroom teachers'\n\nproblems, 200\nTeacher rating, Report of committee on\n(ANNA M. THOMPSON ) , 375\nTeacher tenure in colleges and normal\nschools ( FREDERICK M. HUNTER ) , 220\n\nTeachers' college, Development of the,\n394\n\nTeachers' organizations, 114, 117, 119,\n\nIs sex educa-\n\ntion properly a part of our program\nof health education ?-abstract, 591\nVision, Conservation of, 281, 287\n\nVisual education, 294, 302, 306, 870\nVitalizing the bookkeeping recitationabstract ( J. W. MILLER) , 357\n\nVocational education, 781, 873, 890, 898,\n902, 905\n\n120 , 123\n\nTeaching of bookkeeping and calculating machines and its relation to business-abstract ( J. C. SPRINGMAN ) , 360\nTeaching or service load in State teachers' colleges-abstract (L. B. Mc-\n\nTheoretical principles underlying tests\nand measurements in vocational edu-\n\ncation (HERBERT A. TOOPS ) , 873\nAUGUSTUS\n\nWEBER, H. C. Defense through the edu-\n\ncated quota : the all-year school, 751\nWELLS, AGNES E. President's report,\ndepartment of deans of women, 407\nWEST, HENRY S. Baltimore's new school\n\nMULLEN ) , 290\n\nTests and measurements, 890, 898, 902\n\nTHOMAS,\n\nVAN BUSKIRK, EDGAR F.\n\n0.\n\nPresidential\n\nbuilding program, 793\nWhat is it that science teaching ought\nto accomplish in the schools ? ( HENRY\nHARAP) , 607\n\nmessage to the delegate assembly of\n\nWhat is superintendence ? ( CHARLES S.\nMEEK), 664\n\nthe World Federation of Education\n\nWhat progress\n\nAssociations, 919 ; Report of committee on coöperation with the World\nFederation of Education Associations,\n\nmade ? ( PAYSON SMITH) , 669\nWhat the colleges can do for the public\nschools (FRANK D. BOYΝΤΟΝ), 845 ;\n(E. G. DOUDNA) , 841\n\n196\n\nTHOMPSON, ANNA M. Report of committee on single salary schedule, 372;\nReport of committee on teacher rating, 375\n\nTHRELKELD, A. L. Curriculum revision :\nhow a particular city may attack the\nproblem, 826 ; Teacher growth in\nservice, 329\n\nThrift education, 188\nEquality of educaTIGERT, JOHN J.\ntional opportunity, 676 ; Faith of the\nAmerican people in public education,\n5 ; The year's progress in education,\n315\n\nhas\n\nsuperintendence\n\nWhat the educator should know about\n\nmodern medicine ( WILLIAM D. HAGGARD) , 702\nWHITNEY, FREDERICK L.\n\nInterpreting\nthe schools to the public-what to in-\n\nterpret, 383\n\nWHITTEN, C. W.\n\nThe place of inter-\n\nscholastic athletics on the high school\nprogram, 618\n\nWhy is superintendence ? ( JESSE H. NEWLON) , 657\n\nWider welcome and response (MARY C.\nC. BRADFORD) , 3\n\n"}
{"page": 1155, "printed_page": null, "text": "1092\n\nWILLARD, F. E.\n\nNATIONAL EDUCATION ASSOCIATION\n\nTeacher participation\n\nWOODY, CLIFFORD L. Educational values\n\nin the determination of policies from\n\nderived from the teaching of science\nin grades I to VI in the elementary\nschools, 468\n\nthe viewpoint of the superintendent,\n110\n\nWILLIAMS, CHARL ORMOND.\n\nReport of\n\nlegislative division, 1048\nWILSON, MABEL V. Federal aid to education, 388\nWINN, AGNES. Report of division of\nclassroom service, 1046\nWITHERS, JOHN W. Adapting the curriculum to individual and community\nneeds, 815\nWOOD, THOMAS D. Report of joint committee on health problems in education, 261\n\nWork of teachers' organizations, 114,\n117, 119, 120, 123\nWork of teachers' organizations and its\n\nrecognition by school, civic, and political organizations and officials ( OLIVE\nM. JONES) , 123\nWorld Federation of Educational Asso-\n\nciations-Program, 913 ; Constitution,\n914; Resolutions, 916\nYear's progress in education ( JOHN J.\nTIGERT) , 315\nYOUNG, H. M. Preparation for school\nlife- abstract, 588\n\n"}
{"page": 1156, "printed_page": null, "text": ""}
{"page": 1157, "printed_page": null, "text": "1086\n\nNATIONAL EDUCATION ASSOCIATION\n\nGILLETT, HARRY C. Pupil administration\nand character training, 462\n\nHILLMAN, JAMES E. A State program of\ntraining rural teachers, 554\n\nGOODRICH, MRS. T. V. Financing State\n\nHINES,L. N. A last word, 306\n\nteachers' associations, 114\nGospel of beauty, The ( LORADO TAFT) ,\n\nHIXSON, HELEN T. Report of division\nof records and accounts, 1036\n\n858\n\nGOWANS, J. W. How we observed\nEducation Week in Hutchinson, Kansas , 798\n\nGRAY, JESSIE. How the teacher molds\ncharacter, 130; The relation of the\nlocal to the State organization and\nof both to the national, 120\nGreetings of the American Legion\n(GARLAND W. POWELL) , 2\nGRUENBERG, BENJAMIN C. Scientic education as a defense against propaganda and dogma, 598\n\nGUGLE, E. MARIE. Justice for teachers,\n722\n\nGWINN, J. M. Continuity of education,\noutline for open forum, 336 ; Need the\ncouncil has for departments of the\nNational Education Association, 269 ;\nSignificant developments in schools\n\nand curricula, 27\nHAGGARD, WILLIAM D.\n\nHOLLISTER , ANTOINETTE B. Life, liberty,\nand happiness through art expression.\n855\n\nHOLLOWAY, H. V. Suitable texts for\nadult beginners, 332\nHOLMES, MARGARET C. Discussion of the\n\nvalue and implication for supervisors\nof the report on the study of kindergarten practice, 498\n\nHome for retired teachers (OLIVE M.\nJONES) , 790\nHOPWOOD, ERIC C.\n\nFortification by pub-\n\nlic opinion, 759\nHORN, ERNEST. The curriculum problem\nattacked scientifically, 812\nHOUSTON, HERBERT S. Controversial subjects in the schools, 742\n\nHow the schools may provide for the\ncommon defense ( WILLIAM J. BOGAN) ,\n749\n\nHow the teacher molds character ( JESSIE GRAY) , 130\nWhat the edu-\n\nHow we observed Education Week in\n\ncator should know about modern medi-\n\nHutchinson, Kansas ( J. W. GOWANS) ,\n\ncine, 702\n\n798\n\nHALE, FLORENCE M. The helping teacher\nplan in Maine, 567\nHARAP, HENRY. What is it that science\nteaching ought to accomplish in the\nschools ?\n\n607\n\nHARMAN, A. F. Equal rights to community benefits in the field of rural\neducation in Alabama, 682\nHARRIS, T. H. The State's financial responsibility to the public schools, 549\nHeadquarters staff, 952\nHealth education, 261, 278, 281, 287,\n578 , 583 , 588 , 591, 592, 596, 696, 702\nHealth education versus physical education (CHARLES H. JUDD) , 696\nHealth problems in teacher-training in-\n\nHow we use vocational information ( W.\nW. BORDEN) , 781\n\nHUGHES, HILDA. Lessons in supervision\nof rural schools from the Indiana ex-\n\nperiment, 568\nHUMBERGER, GAYLORD R. The orchestra\nin the public schools, 520\nHUNTER, EULA. Progress report of the\ncommittee on retardation costs due\n\nto overcrowded classes, 380\nHUNTER, FREDERICK M.\n\nTeacher tenure\n\nin colleges and normal schools, 220\nHYRE, C. A. Standard procedures in\nfunctionally organized business and\ntheir application to business training-abstract, 363\n\nstitutions-abstract (AMBROSE L. SUHRIE) , 583\n\nHelping teacher plan in Maine, The\n(FLORENCE M. HALE), 567\nHERLIHY, CHARLES M. Outstanding accomplishments in the field of adult\neducation since the war, 340\nHigh school music from an administra-\n\ntive viewpoint ( MILO H. STUART) , 508\n\nHigh school principal's job in athletics,\nThe (ARTHUR L. TRESTER) , 628\nHILL, J. A. Development of the teach-\n\nIdeals in civics, 352\nIlliteracy, 140, 158, 159, 160, 163, 165,\n166\n\nImportance of Miss Davis' general sur-\n\nvey of kindergarten practice in the\nUnited States (GEORGE D. STRAYER),\n497\n\nImprovement of teacher training for\nhealth education in the schools (EMMA\nDOLFINGER) , 278\n\nInculcation of ideals in civics (HOWARD\n\ners' college, 394\nHILL, PATTY S. Changes in curricula\nand method during the past twenty-\n\nIndiana experiment in rural school\n\nfive years in kindergarten education,\n\nInterpretation of school music to the\n\n484\n\nBRADSTREET) , 352\nsupervision, 568\npublic (LORLE KRULL) , 504\n\n"}
{"page": 1158, "printed_page": null, "text": "1087\n\nINDEX\n\nInterpreting the rural schools to the\npeople (LILLIA E. JOHNSON ) , 62\nInterpreting the school to the home\n(ANNA GRAEME FRASER) , 56\nInterpreting the schools to the public-\n\nLAMKIN, UEL W. Report of the committee on resolutions, 1009\nLast word, A. ( L. N. HINES) . Con-\n\nwhat to interpret (FREDERICK L. WHIT-\n\nLAWSON, WILLIE. State and local support and leadership for adult educa-\n\nNEY) , 383\n\nInterpreting the State program ( JOHN\nW. ABERCROMBIE) , 52\n\n306\n\ntion, 348\n\nLegislative division, Report of ( CHARL\n\nIn the north, equality of educational\nopportunity\n\nclusion of report on visual education,\n\n( ERNEST\n\nW.\n\nBUTTER-\n\nFIELD) , 686\n\nIntroducing educational research into\nWashington public schools ( FRANK W.\nBALLOU) , 783\nIntroduction to curriculum commission\n\nORMOND WILLIAMS) , 1048\nLessons in supervision of rural schools\nfrom the Indiana experiment (HILDA\nHUGHES) , 568\n\nLEWIS, E. E. The personal audit of the\nteaching staff, 795\n\nLibrary, Function of the central, 787\n( WILLIAM MCANDREW) , 803\nIs sex education properly a part of our\nprogram of health education ?-abstract ( EDGAR F. VAN BUSKIRK) , 591\nJOHNSON, HENRY C.\nFunction of the\n\ncentral library for a school system, 787\nJOHNSON, LILLIA E.\nInterpreting the\nrural schools to the people, 62\nJOHNSON, THOMAS E. Report of committee on American education week,\n216\n\nLife, liberty, and happiness through art\nexpression ( ANTOINETTE B. HOLLISTER) , 855\nLife memberships, 1077\nLINDLEY, ERNEST HIRAM, Colleges and\n\nthe people, 63\nList of Committees, 1924-25, 954\nLONGSHORE, W. T. Teacher participation in the determination of policies\nfrom the viewpoint of the principal,\n107\n\nJONES, OLIVE M. Home for retired\nteachers , 790; Report of committee on\nhomes for retired teachers, 185 ; Report of committee on relationships of\n\nLOOMIS, HIRAM B.\n\nThe use of calculat-\n\ning machines in classes in commercial\narithmetic- abstract, 360\n\nthe National Education Association,\n\nMACCAUGHEY, VAUGHAN .\n\n184; The work of teachers' organiza-\n\ntalk on illiteracy, 159\n\nFirst radio\n\ntions and its recognition by school,\n\nMALOTT, J. O. Junior business training\n\ncivic, and political organizations and\n\n-its content and scope-abstract, 361\nMARDIS, S. K. Shall illiterates vote ?\n\nofficials, 123\n\nJOSLIN, JANE ELIZABETH.\n\nDiscussion of\n\n160\n\nthe\nvalue and implications of the study MARSH, ARTHUR L. Report of commitfor future progress , 500\ntee of one hundred on co-inclusive\n\nJournals of teachers' associations-abstract (JOY ELMER MORGAN ) , 119\nJUDD, CHARLES H.\nHealth education\n\nversus physical education, 696 ; The\ncurriculum: a paramount issue, 805\nJunior business training-its content and\nscope- abstract ( J. O. MALOTT) , 361\nJustice for children ( H. O. DIETRICH) ,\n710\n\nJustice for teachers (E. MARIE GUGLE) ,\n722\n\nJustice in high places\nPERRY, JR. ) , 729\n\n(ARTHUR С.\n\nmembership of the National Education Association, 253 ; the State association journal, 117\nMARTIN, T. D. Report of division of\n\nrecords and membership, 1053\nMATHEWSON,\n\nFRANK\n\nE.\n\nTaking the\n\nschool to the parents, 801\nMCANDREW, WILLIAM. Introduction to\ncurriculum commission, 803 ; President's opening address, department of\nsuperintendence, 655\nMCKENNY, CHARLES H. Report of committee on American teachers'\n\ncol-\n\nKILLAM, E. F. The function of the commercial supervisor- abstract, 364\nKindergarten practice, 492\nKindergarten progress during the past\ntwenty-five\nve years ( LUCY GAGE) , 480 ;\n(PATTY S. HILL) , 484\n\nleges, 289\nMCMULLEN, L. B. Teaching or service\nload in State teachers' colleges, 290\nMCSKIMMON, MARY. Teacher participation in the determination of policies\n\nKRULL, LORLE.\n\nMedical inspection in Milwaukee, 578\nMEEK, CHARLES S. What is superin-\n\nInterpretation of school\n\nmusic to the public, 504\n\nfrom the principal's viewpoint, 102\ntendence ? 664\n\nLAMAR, FRANKLIN S.\n\nactivities, 609\n\nExtra-curricular\n\nMILLER, J. W. Vitalizing the bookkeeping recitation-abstract, 357\n\n"}
{"page": 1159, "printed_page": null, "text": "1088\n\nNATIONAL EDUCATION ASSOCIATION\n\nMinutes of the Executive committee for\nthe year 1924-25 , 998\n\nNORRIS, J. ANNA. Moral obligation to\n-abstract, 592\nbe physically fit\nReport of research\n\nMinutes of the Fifth Representative assembly, 983\nMinutes of the meeting of the board of\n\nNORTON, JOHN K.\ndivision, 1042\n\ndirectors-Indianapolis, 1006\nMinutes of the meeting of the new board\n\nObjectives in industrial education (M.\n\nof directors, 1008\nMONROE, BELLE M.\n\nStrategic position\n\nof the principal in interpretation of\nthe school to the public, 57\nMoral code for children ( W. O. SAUNDERS), 139\n\nMoral education 127, 130, 133, 135, 139\nAlso see character education.\n\nMoral obligation to be physically fitabstract ( J. ANNA NORRIS) , 592\n\nMorals of modern youth ( HENRY NOBLE\nSHERWOOD) , 133\nMORGAN, JOY ELMER.\n\nReport of divi-\n\nsion of publications, 1039 ; Responsibilities of educational journalism in\n\nM. Proffitt) , 905\nOfficers for 1924-25, 947 ; 1925-26, 969\n\nOrchestra in the public schools, The.\n( GAYLORD R. HUMBERGER) , 520\nOrganization of visual instruction (A.\nG. BALCOM), 302\nOur Association and Its Work-Presi-\n\ndent's Report (JESSE H. NEWLON), 47\nOur constituents (OLIVIA POUND) , 90\nOutcomes of our curriculum program\n\n(JESSE H. NEWLON) , 802\nOutlawry of war-the next step in civilization ( RAYMOND ROBINS) , 775\nOutstanding accomplishments in the field\nof adult education\n\nsince the war\n\n(CHARLES M. HERLIHY) , 340\n\ninterpreting the schools to the public, Outstanding\nneeds in the development\nof programs of adult education for\n\n69; The journals of teachers' associations, 119\n\nMORGAN, KATHERINE M. Report of committee on sabbatical year, 369\nMORRISON, J. CAYCE. Analysis of the\n\nprincipalship as a basis for the preparation of elementary school princi-\n\nMURPHY, MARY E.\n\nDiscussion on the\n\nresponsibility of schools for conservation of vision, 287\nMYERS, CHARLES EVERETT.\n\ntion (MRS. A. H. REEVE) , 135\nPeace, Safe-guarding, 772, 775\n\neducation and agriculture, 898\nNational council of education, Secretary's minutes, 266, 308 ; Officers for\n\nformative force ( FRANCIS G. BLAIR) ,\n84\n\nNature study movement, 608\nNeed the council has for departments of\nthe National Education Association\n(J. M. GWINN ) , 269\n\nNew devices and desires in colleges for\nwomen (ADA L. COMSTOCск) , 426\n\nEducational outlook\n\nat the end of the first quarter of the\n\ntwentieth century, 38; Outcomes of\nour curriculum program, 802 ; President's Report-our association and its\nwork, 47; Service the national council\ncan render the National Education\n\nAssociation, 271 ; Why is superintendence ? 657\n\nMEREDITH.\n\nbrass tacks, 74\n\nPERRY, SHERMAN.\n\nAre we in step ?-\n\nabstract, 358\n\nPersonnel audit of the teaching staff,\nPETERSON, ANNA LOCKWOOD.\n\nTeacher\n\nparticipation in the determination of\npolicies from the viewpoint of the\nclassroom teacher, 93\nPITTS, DORA H. Secretarial training in\nthe high school- abstract, 356\nPlace of interscholastic athletics on the\n\n1925-26, 311\n\nNational Education Association as a\n\nNEWLON, JESSE H.\n\nJustice in high\n\nplaces, 729\n\nThe ( E. E. Lewis ) , 795\n\nThe rela-\n\ntion of measurements to vocational\n\nNICHOLSON ,\n\nParents' responsibility for moral educaPERRY, ARTHUR C., JR.\n\npals, 453\n\nMUIR, SARAH T. Committee on ethics\nof the profession, 241\n\nBLOOD-\n\n( CLUTIE\n\nnative illiterates\nWORTH) , 345\n\nCulture\n\nand\n\nhigh school program, The (C. W.\nWHITTEN ) , 618\nPlace of the typewriter in history and\neducation-abstract ( HARRY COLLINS\nSPILLMAN ) , 355\n\nPORE, O. E. Administration and supervision of rural\n\nschools\n\nunder the\n\ncounty unit plan in Ohio, 564\nPOUND, OLIVIA. Our constituents, 90\n\nPOWELL, GARLAND W. Greetings of the\nAmerican Legion, 2\n\nPreparation for school life-abstract\n(H. M. YOUNG) , 588\n\nPresidential message to the delegate assembly of the World Federation of\nEducation Associations ( AUGUSTUS O.\nTHOMAS) , 919\n\nPresident's address, department of visual instruction-abstract ( ERNEST L.\nCRANDALL) , 868\n\n"}
{"page": 1160, "printed_page": null, "text": "1089\n\nINDEX\n\nPresident's opening address, department\nof superintendence, Cincinnati meeting (WILLIAM MCANDREW ) , 655\nPresident's report, department of deans\nof women (AGNES E. WELLS ) , 407\nPresident's Report - Our Association\n\nand its work (JESSE H. NEWLON ) , 47\nPressing needs in the field of the dean\nof girls ( SARAH M. STURTEVANT) , 434\n\nPROFFITT, М. М.\n\nObjectives in indus-\n\ntrial education, 905\nProgram of General Sessions, 974\n\nProgress in colleges and universities\n(EDWARD C. ELLIOTT) , 32\nProgress in the administration and support of schools during the first quarter of the twentieth century ( GEORGE\n\nReport of Executive committee to the\nboard of directors and to the representative assembly, 989\n\nReport of membership committee of the\ndepartment\n\nof\n\ndeans\n\nof\n\nwomen\n\n(THYRSA W. Амоя ) , 412\nReport of the auditor, 1015\nReport of the committee on resolutions\n( UEL W. LAMKIN ) , 1009\n\nReport of the committee on the revision\nof the Constitution of the World Federation of Education Associations\n\nrelative to the Herman-Jordan plan,\n916\n\nReport of the committee on women as\nadministratives in the educational\n\nfield ( JULIA E. SULLIVAN ) , 378\n\nD. STRAYER) , 17\nProgress in the science of education in\n\nReport of the secretary of the National\n\nthe last twenty-five years ( FRANK W.\n\nTREE) , 1025\nReport of the treasurer, 1011\nReport of trustees, 1015\nReport on status of American woman\n\nBALLOU), 11\nProgress report of the committee on retardation costs due to overcrowded\n\nclasses ( EULA HUNTER) , 380\nPropaganda and dogma, 598\nPublic support of adult education from\nthe standpoint of the employer ( Louis\n\nA. BOWMAN ) , 342\nPublications of the National Education\n\nEducation Association ( J. W. CRAB-\n\nteacher ( ANNA LAURA FORCE) , 321\nReports of committees ( See committees,\nreports of)\n\nRepresentative Assembly- a guarantor\n\n(HENRY LESTER SMITH) , 87\nRepresentative Assembly, minutes of,\n983\n\nAssociation, 1080\n\nPublicity, School, 52, 56, 57, 62, 63, 68,\n69, 73, 383 , 801\n\nResearch division, Report of ( JOHN K.\nNORTON ) , 1042\n\nPupil administration and character\ntraining ( Harry C. GILLET) , 462\nPURDY, ALEXANDER C.\n\nCharacter build-\n\ning, 414\nReduction of clerical work ( JULIA E.\nSULLIVAN ) , 377\nREEVE, MRS. A. H. The parents' re-\n\nsponsibility for moral education, 135\nREJALL, ALFRED E.\n\nRepresentative assembly, the fifth, 1060\n\nA literacy test for\n\nvoters and for citizenship, 163\n\nResolutions of the World Federation of\n\nEducation Associations, 916\nResolutions, report of the committee on\n( UEL W. LAMKIN ) , 1009\n\nResponsibilities of educational journalism in interpreting the schools to the\npublic ( JOY ELMER MORGAN ) , 69\n\nResponsibility of the press in interpreting the schools to the public-abstract\n(GLENN FRANK ) , 73\nResponsibility of schools for conserva-\n\nRelation of local to State organization\n\ntion of vision ( LEWIS H. CARRIS ) , 281\n\nand of both to the national (JESSE\n\nRICE, THURMAN B. School health pro-\n\nGRAY) , 120\nRelation of measurements to vocational\neducation\nand\nagriculture,\nThe\n\ngram in relation to mental hygiene,\n596\n\nRIDDLE, ANNA.\n(CHARLES EVERETT Myers ) , 898\nReport of chairman on relations of the\ndepartment of deans of women to\n\nother organizations ( ANNA DUDLEY\nBLITZ), 409\nReport of committee on American teachers' colleges-abstract ( CHARLES H.\nMCKENNY) , 289\nReport of committee on sabbatical year\n(KATHERINE M. MORGAN) , 369\nReport of committee on single salary\nschedule ( ANNA M. THOMPSON), 372\nReport of committee on teacher rating\n\n(ANNA M. THOMPSON ) , 375\n\nReport of committee of\n\none hundred on classroom teachers'\n\nproblems-teacher rating, 200\nROBINS, RAYMOND. The outlawry of war\n\n-the next step in civilization, 775\nROSIER, JOSEPH.\n\nReport of committee on\n\nstandards , requirements, and credits\nof teachers in service, 237\n\nROTH, STANLEY. Coördinating business\neducation with vocational opportunities- abstract, 356\n\nRural school attendance, 526\nRural school music and county supervision ( S. T. BURNS) , 512\n\nRural school publicity, 62\n\n"}
{"page": 1161, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1090\n\nRYAN, HENRY J. Ignorance, 159\nSafeguarding peace ( F. L. BEALS ) , 772\nSALSER , CARL W. Still picture in education, The, 294\nSalutation ( FRANK B. DYER ) , 646\nSAUNDERS, W. O. Moral code for chil-\n\n348\n\nState association journal (A. L. MARSH) ,\n\ndren, 139\n\nSchool health program in relation to\nmental hygiene ( THURMAN B. RICE ) ,\n596\n\nSchool policies, 98\nSchools and the building of character\n(WILLIAM L. BRYAN ) , 22\nScience of education, 11\n\nScience teaching in the schools, 468, 607\nScientific education as a defense against\n\npropaganda and dogma ( BENJAMIN\nC. GRUENBERG ) , 598\n\nSCOTT, Z. E. A coöperative plan for\ncurriculum revision, 834\nSEAY, PAUL H. The business aspect of\nschool activities-abstract, 359\nSecretarial training in the high schoolabstract ( DORA H. PITTS ) , 356\nSecretary's report ( J. W. CRABTREE ) ,\n1025\n\nService the national council can render\nthe National Education Association\n\n(JESSE H. NEWLON) , 271\nService the national council can render\nthe National Education Association\n\nand its several departments ( JULIA A.\nSPOONER) , 276\nSHANKLAND, SHERWOOD D. Report of\nthe department of superintendence and\ndivision of administrative service,\n1052\n\nSHERWOOD, HENRY NOBLE.\nof modern youth, 133\n\nThe morals\n\n117\n\nState program of training rural teachers, A ( JAMES E. HILLMAN ) , 554\nState's financial responsibility to the\npublic schools ( T. H. HARRIS) , 549\nSteady as She Goes-abstract (ALBERT\nJ. BEVERIDGE) , 81\nSTEWART, CORA WILSON. Report of the\nilliteracy commission, 140\nStill picture in education, The ( CARL\nW. SALSER) , 294\nStrategic position of the principal in\nthe interpretation of the schools to the\n\npublic (BELLE M. MONROE), 57\nSTRAYER, GEORGE D.\n\nAdministration of\n\nvisual education, 870 ; Illiteracy, 158 ;\nImportance of Miss Davis' general\nsurvey of kindergarten practice in\nthe United States, 497; Progress in the\nadministration and support of schools\nduring the first quarter of the twentieth century, 17; Report of the legislative commission, 244; The superintendent of instruction and the business\n\nmanager of schools-an anomaly, 797\nSTUART, MILO H. High school music\nfrom an administrative viewpoint,\n508\n\nStudent government, 440, 737\nStudent government ( THYRSA W. AMOS ) ,\n440\n\nStudent self-government (JOHN O. CHEM-\n\nSignificant developments in schools and\ncurricula (J. M. GWINN) , 27\n\nSIMS, JOHN F.\n\nStandardized tests in industrial arts,\n890; in vocational education, 898 ; in\nhome economics, 902\nState and local support and leadership\nfor adult education ( WILLIE LAWSON ..\n\nReport of committee of\n\none thousand on child labor, 172\nSMITH, FLORA D. The illiteracy problem in a large city, 165\nSMITH, HENRY LESTER. The representative assembly-a guarantor, 87\nSMITH, PAYSON. What progress has\nsuperintendence made ? 669\n\nNING) , 737\n\nStudy of rural school attendance, A\n(ADELAIDE M. AYER) , 526\nSTURTEVANT, SARAH M.\n\nPressing needs\n\nin the field of the dean of girls, 43+\nSUHRIE, AMBROSE L. Health problems\nin teacher-training institutions-abstract, 583\n\nSuitable texts for adult beginners (H. V.\nHOLLOWAY) , 332\n\nThe place\n\nSULLIVAN, JULIA E. Reduction of cleri-\n\nof the typewriter in history and edu-\n\ncal work, 377; Report of the committee on women as administratives in\nthe educational field, 378\nSuperintendence, 657, 664, 669\n\nSPILLMAN, HARRY COLLINS.\ncation-abstract, 355\n\nSPOONER, JULIA A. Service the national\ncouncil can render the National Education Association and its several departments, 276\n\nSPRINGMAN, J. C.\n\nThe teaching of\n\nbookkeeping and calculating machines\nand its relation to business-abstract,\n\nSuperintendence, Department of ( See\ndepartments)\nSuperintendent of instruction and the\n\nbusiness manager of schools, Thean anomaly (GEORGE D. STRAYER ) , 797\n\n360\n\nStandard procedures in functionally organized business and their application\nto business training-abstract ( C. A.\nHYRE), 363\n\nTAFT, LORADO.\n\nThe gospel of beauty,\n\n858\n\nTaking the school to the parents ( FRANK\nE. MATHEWSON) , 801\n\n"}
{"page": 1162, "printed_page": null, "text": "1091\n\nINDEX\n\nTeacher growth in service (A. L. THRELKELD) , 329\n\nTeacher participation in the determina-\n\ntion of policies, 93, 98, 102, 107, 110\nTeacher participation in the determination of policies from the principal's\nviewpoint ( MARY MCSKIMMON ) , 102\nTeacher participation in the determination of policies from the viewpoint\nof the classroom teacher ( ANNA LOCKWOOD PETERSON ) , 933 ( CORNELIA S.\nADAIR) , 98\nTeacher participation in the determination of policies from the viewpoint\n\nof the principal ( W. T. LONGSHORE ) ,\n\nTOOPS, HERBERT A. Theoretical principles underlying tests and measurements in vocational education, 873\nTreasurer's report, 1011\nTRESTER, ARTHUR L. The high school\nprincipal's job in athletics, 628\nTrustees, report of, 1015\nTwenty years of medical inspection in\nthe public schools of Milwaukee\n(GEORGE P. BARTH ) , 578\nUniversity, The function of the, 838\nUse of calculating machines in classes\nin commercial\n\narithmetic - abstract\n\n(HIRAM B. LOOMIS ) , 360\n\nUse of measurements and objective tests\n\n107\n\nTeacher participation in the determination of policies from the viewpoint\nof the superintendent ( F. E. WILLARD), 110\n\nTeacher rating-Report of committee of\n\nin home economics ( EMMA CONLEY ) ,\n902\n\nUses\n\nand limitations\n\nof standardized\n\ntests in junior high school industrial\narts (A. H. EDGERTON ) , 890\n\none hundred on classroom teachers'\n\nproblems, 200\nTeacher rating, Report of committee on\n(ΑΝΝΑ Μ. ΤHOMPSON ) , 375\nTeacher tenure in colleges and normal\nschools ( FREDERICK M. HUNTER ) , 220\n\nTeachers' college, Development of the,\n394\n\nTeachers' organizations, 114, 117, 119,\nTeaching of bookkeeping and calculating machines and its relation to business-abstract ( J. C. SPRINGMAN ) , 360\nTeaching or service load in State teachers' colleges-abstract ( L. B. Mc-\n\nof health education ?-abstract, 591\nVision, Conservation of, 281, 287\nVisual education, 294, 302, 306, 870\nVitalizing the bookkeeping recitationabstract ( J. W. MILLER) , 357\n\nVocational education, 781 , 873, 890, 898 ,\nWEBER, H. C. Defense through the edu-\n\ncated quota: the all-year school , 751\nWELLS, AGNES E. President's report,\ndepartment of deans of women, 407\nWEST, HENRY S. Baltimore's new school\n\nMULLEN ) , 290\n\nTests and measurements , 890, 898, 902\n\nTheoretical principles underlying tests\nand measurements in vocational education (HERBERT A. TOOPS ) , 873\nAUGUSTUS\n\n0.\n\nPresidential\n\nbuilding program, 793\nWhat is it that science teaching ought\n\nto accomplish in the schools ? ( HENRY\nHARAP), 607\n\nWhat is superintendence ? ( CHARLES S.\n\nmessage to the delegate assembly of\n\nMEEK), 664\n\nthe World Federation of Education\n\nWhat progress\n\nAssociations, 919 ; Report of committee on coöperation with the World\n\nFederation of Education Associations,\n196\n\nTHOMPSON, ANNA M. Report of committee on single salary schedule, 372 ;\nReport of committee on teacher rating, 375\nTHRELKELD, A. L.\n\nhas\n\nsuperintendence\n\nmade ? ( PAYSON SMITH ) , 669\n\nWhat the colleges can do for the public\nschools ( FRANK D. BOYΝΤΟΝ ) , 845 ;\n(E. G. DOUDNA ) , 841\nWhat the educator should know about\n\nmodern medicine ( WILLIAM D. HAGGARD) , 702\n\nCurriculum revision :\n\nhow a particular city may attack the\nproblem, 826 ; Teacher growth in\nservice, 329\n\nThrift education, 188\n\nTIGERT, JOHN J. Equality of educational opportunity, 676 ; Faith of the\nAmerican people in public education,\n5 ; The year's progress in education,\n315\n\nIs sex educa-\n\ntion properly a part of our program\n\n902, 905\n\n120, 123\n\nTHOMAS,\n\nVAN BUSKIRK, EDGAR F.\n\nWHITNEY, FREDERICK L.\nInterpreting\nthe schools to the public-what to interpret, 383\n\nWHITTEN, C. W. The place of interscholastic athletics on the high school\nprogram, 618\n\nWhy is superintendence ? ( JESSE H. NEWLON) , 657\n\nWider welcome and response ( MARY C.\nC. BRADFORD) , 3\n\n"}
{"page": 1163, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1092\n\nTeacher participation\n\nWOODY, CLIFFORD L. Educational values\n\nin the determination of policies from\n\nderived from the teaching of science\n\nWILLARD, F. E.\n\nthe viewpoint of the superintendent,\n\nin grades I to VI in the elementary\nschools, 468\n\n110\n\nWork of teachers' organizations, 114,\n\nWILLIAMS, CHARL Ormond.\n\nReport of\n\nlegislative division, 1048\nWILSON, MABEL V. Federal aid to education, 388\n\nWINN, AGNES.\n\nReport of division of\n\nclassroom service, 1046\nWITHERS, JOHN W. Adapting the curriculum to individual and community\nneeds, 815\n\n117, 119, 120, 123\n\nWork of teachers' organizations and its\n\nrecognition by school, civic, and political organizations and officials ( OLIVE\n\nM. JONES), 123\nWorld Federation of Educational Associations Program, 913 ; Constitution,\n914; Resolutions, 916\n\nYear's progress in education (JOHN J.\n\nReport of joint com-\n\nTIGERT) , 315\n\nmittee on health problems in education, 261\n\nYOUNG, H. M.\n\nWOOD, THOMAS D.\n\nPreparation for school\n\nlife- abstract, 588\n\n"}
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{"page": 1166, "printed_page": null, "text": ""}
{"page": 1167, "printed_page": null, "text": "UNIVERSITY UNIVERSITY\n.\n\nSIT\n\nI\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nD JER\n\nN\n\nUNIVERSITY\n\nUNIVERSITY\n\nY\n\nU\n\nUNIVERSITY\n.\n\nOF\n\nF\n\nAERSI\n\nIV\n\nUNIVERSIT\n\nUNIVERSIT\n\nT\n\nUN\n\nER\n\nSI\n\nTY\n\nF\n\nAN\n\nOFMICHIG\n\nUNIVERSITY\n\nOMFICHIGAN OMFICHIGAN\nF-MIC\nOFMICHIGA\nF-MICHIG\nAN\nOMFIC\nF-MICHIG\nOFMICHIGAN\nAN\nOMFICHIGAN OFMICHIGAN\nF-MICHIGAN\nF-MICH\nOFMICHIGAN OMF ICHIGAN\nF・MICH\nIGAN\nIGAN\nKOFMICHIGAN O-MFICHIGAN\nF-MICH\nOMF ICHIGAN\nF-MICHI\nIGAN\nGAN\nF-MICHI\nGAN\nOMFICHIG\nOMF ICHIGAN F-MICHIGAN OFMICHIGAN OMFICHIGAN OMFICHIG\nOMFICHIGAN\nF-MICHI\nGAN\nOMFICHIGAN\nOFMICHIGAN\nF-MICHIGA\nN\nF-MI\nF-MI\nITY\n\nN\n\nOM-YF\nT\n\nUNIVERSITY UNIVERSITY\n\nN\n\nA\n\nIG\n\nCHIGAN\n\nERS\nI\n\nUNIVERSITY\n.\n\nIV\n\nUN\n\nRS\n\nIT\n\nIG\n\nTY\n\nF-MIC\nH\n\nUNIVERSITY\n\nMICH\n\nNIVERSI\nT.Y\n\nF-MICHI\nG\n\nF.MICHIGA\n\nIVER\nS\n\nA\n\nIG\n\nUN\nI\n\nV\n\nMICH\n\nA\n\nIG\n\nY\n\nF\n\nOF\n\nMICHIGA\n\nY\n\nRS\n\nIT\n\nY\n\nF・MIC\nHIG\n\nMICHIGAN\n\nUNIVERSIT\n\nUNIVERSITY UNIVERSIT\nUNIVERSITY\n\nE\n\nUNIVERSITY UNIVERSITY\n\nOMFICHIGAN\n\nN\n\nA\n\nVER\n\nN\n\nU\n\nMICH\n\nA\n\nIG\n\nUNI\n\nN\n\nA\n\nN\nA\n\nG\n\nITY\n\nMICHI\n\nLIVERS\n\nMICHIGAN\n\nN\n\nUNIVERSITY\n\nMICHIGAN\n\nMICHIGAN\n\nN\n\nN\n\nA\n\nN\n\nUNIVERSITY\n\nMICH\n\nONIVERSITY\n\nN\nU\n\nMICHIGAN\nMICHIGAN\nN\n\nA\n\nVE RSI\n\nUNI\n\nUNIVERSITY UNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nN\n\nU\n\nO\nMF\n\nMICHIGA\n\nVER\n\nE RSI\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNI\n\nT\n\n•MICHI\n\nUNIVERSITY\n\nMICHIGAN LMICHIGAN L\n\nIV\n\nMICHIGA\n\nUN\n\nN\n\nA\n\nIV\n\nER\n\nSI\n\nUN\n\nG\n\nF\nOM\nT--Y\n\nNIVERSIT\n\nMICHIGAN\n\nUNIVERSITY\n\nIV\n\nOFX・MICHIGA\n\nVER RS\n\nUNI\n\nUN\nIV\nER\nSI\nTY\n.\n\nTY\n\nUNIVERSITY\n\nUNIVERSIT\n\nNIVERSI\n\nT.Y\n\nIT\n\nIT\n\nTY\n\nY\n\nOF\nTYMI\n\nUNIVERSITY\n\nY YOFM\n\nVERS\nI\n\nSI\n\nUN\n\nUNIVERSITY\n\nUNIVERS\n\nVERS\nI\n\nRS\n\nI\n\nUNIVERSITY\n\nE\n\nSITY\n\nE ER\n\nIT\n\nIT.\nY\n\nMICHIGAN\n\nN\n\nI\n\nUNIVERSITY\n\nMICHIGAN\n\nU\n\nUNIVERSITY\n\nVER\nS\n\nE ERS\n\nIV\n\nUN\n\nM\n\nMICHIGAN L CHIGAN\nMICHIGAN\n\nMICHIGAN\nV\n\nUNIVERSITY\n\nUNIVERSITY\n\nMICHIGAN\n\nMICHIGAN\n\nT.Y\n\nU\n\nN\n\nA\n\nN\n\nU\n\nMICHIGAN\n\nER\n\nMICHIGAN\n\nSI .\nTY\n\nO\n.F\n\nOMFICHIGA\n\nUNIVERSIT\n\nUN\nI\nV\nE\nR\nS\nI\nT\nY\n.\n\nERRS\n\nA\n\nIV\n\nIV\n\nIT\n\nUN\n\nUN\n\nVER\n\nSI\n\nE R\nS\n\nIV\n\nUN\n\nIT\n\nY\n\nY\n\nCHIGAN\n\nRS\n\nIT\n\nSIT\n\nTY\nSI\n\nIV\n\nRS\n\nUNIVE\n\nER\n\nSI\n\nIG\n\nUN\n\nMI\n\nOF\nT-MY-\n\nF\n\nUNIVERSITY\n-\n\nA\n\nICH\n\nTY\n\nY\n\nJER\n\nY\n\nVER\n\nN\n\nU\n\nN\n\nF.M\n\nSIT\n\nY\n\nZ\n\nOMFICHIGA\n\nT\n\nT\n\nY\n\nF・MIC\nHIG\n\nUNIVERSIT\n\nE\nA RSI\n\nIV\n\nUN\n\nN\n\nIVER\n\nINIVERSI\n\nIVER\n\nSITY\n\nU\n\nOMF\nI\n\nN\nA\n\nTY\n\nMICHIGAN\n\nNIVERS\nI\n\nN\n\nSITY\n\nMICHIGAN\n\nVER\n\nTY\n\nIV\n\nUN\n\nVERS\n\nVER\n\nIV\n\nSIT .\nY\n\nSIT\n\nUN\n\nF-MIC\n\nN\n\nA\n\nA\n\nMICH\n\nIT\n\nI\n\nN\n\nY\n\nSI\n\nIV\n\nUNIVERSIT\n\nER\n\nNIVER\n\nVER\n\nSIT\n\nT\n\nUN\n\nU\n\nNIVERS\n\nNIVERSI\n\nIVERS\n\nFM\n- IC\n\nF\nTOMY\n\nOF\n\nN\n\nA\n\nN\n\nCHIGA\n\nE\n\nMICHIGAN\n\nF.MICHIGA\n\nIVER\n\nMICHIGAN\n\nN\n\nCHIGA\n\nN\n\nMICHIGAN\n\nMICHIGAN -MICHIGAN\n\nIV\n\nA\n\nIG\n\nF.MICHIGA\n\nMICHIGAN\n\nU\nN\n\nMICHIGAN\n\nN\n\nMICH\n\nCHIGA\n\nICHIGAN\nY\n\nMICHIGAN\n\nIG\n\nNIVERSI\n\nERRS\n\nNIV\n\nNIVERS\n\nIT\n\n"}
{"page": 1168, "printed_page": null, "text": "MICHIGAN\n\nMICHIGAN\n\nRSS\n\nUNIVE\n\nIT\n\nMICHIGAN\n\nIT\n\nVERS\n\nIT\n\nIV\n\nVER\n\nSIT\n\nUN\n\nY\n\nMICHIGAN\n\nIVERS\n\nY\n\nNIVERSITY\n\nN\n\nMICHIGAN\n\nNIVER\n\nSITY\n\nU\n\nUNIVERSITY\n\nUNIVERSITY\n\nMICHIGA\n\nAN\n\nF-MICH\nIG\n\nITY.\n\nUNIVERSITY\n\nUNIVERSITY UNIVERSIT\n.\n\nIGAN\n\nOFMICHIGAN\n\nUNIVERSITY\n\nUNIVERSIT\n\nUNIVERSITY\n\nE\n\nIV\n\nUN\n\nUNIVERSITY\n.\nUN\n\nOF\nT-M-Y\n\nY\n\nUNIVERSITY\n.\n\nOF\n\nO\n- FY\nT\n\nUNIVERSITY\n\nOTMYFICHIG\n\nIG\n\nO-MFICHIGAN\n\nF\n\nY.OF\n\nUNIVERSITY\n\nUNIVERSITY\n\n.\n\nVI\n\nUNI\n\nUNIVERSITY\n\nIT\n\nY\n\nH\n\n.MIC\n\nE ERS\n\nIV\n\nUN\n\nE\n\nIV\n\nUN\n\nIG\n\nOMFICHIGAN\n\nF・MIC\nH\n\nF-MIC\nH\n\nOMFICHIGAN\nF-MICHI\nF-MICHIG\nGAN\nAN\nF-MICH\nOMFICHIGAN\nIGAN\n\nIT\n\nTY\n\nTY\n\nIT .\nY\n\nUNIVERSITY\n\nE ERS T\nITY\n\nIV\n\nUN\n\nUNIVERSITY UNIVERSITY\n.\n.\n\nE\n\nIV\n\nITY.\n\nRS\n\nSI\n\nOF\n\nF-MICHIG\nAN\n\nYOF\n\nOMFICHIGA\n\nUNIVERSITY\n\nERS\n\nAN\n\nUNIVERSITY\n\nE ER\n\nIV\n\nUN\n\nUNIVERSITY\n\nS\n\nUNIVER\n\nRS\n\nFTOYMICHIGAN\n\nTY\n\nUNIVERSITY\n\nOFMICHIG\n\nSI\n\nOMFICHIGAN\n\nEER\n\nOMFICHIGAN\n\nTY\n\nUNIVERSITY UNIVERSITY\n\nUNIVERSITY\n\nER\n\nSI .\nTY\n\nSI\n\nF-MICHI\nG\n\nUNIVERSIT\n\nUNIVERSITY UNIVERSITY\n\nITY.\n\nE ERST\n\nIV\n\nUN\n\nE\n\nIV\n\nUN\n\nUNIVERSITY\n\nVERS\n\nUNIVERSIT\n\nER\n\nMICHIGAN\nIV\n\nMICHIGAN\n\nN\n\nUN\n\nF.MICHIGA\n\nMICHIGAN\n\nUNIVERSITY\n\nOMFICHIGAN\n\nNIVERSIT\n\nF・MIC\nH\n\nONIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n.\n\nNIVERSIT\nY.\n\nUNIVERSITY\n\nMICHIGA\n\nN\n\nMICHIGAN\nIV\n\nUN\nUNIVERSITY\nI\nV\nE\nR\nS\nI\nT\nY\n.\n\nOMFICHIGAN\nOFMICHIGAN\n\nVERS\n\nA\n\nIG\n\nIV\n\nOMFICHIG\n\nUNIVERSITY\n.\n\nN\n\nMICH\n\nMICHIGAN\nA\n\nIG\n\nF.MICHIGA\nட்\n\nMICHIGAN\n\nUN\n\nN\n\nN\n\nSIT\n\nF.MICHIGA\n\nN\n\nMICH\n\nG\n\nN\n\nA\n\nF.MICHIGA\n\nVER\n\nN\n\nA\n\nIG\n\nA\n\nMICHI\n\nIGA\n\nMICHIGAN\n\nUN\n\nMICH\n\nN\n\nF.MICH\nイ\n\nN\n\nA\n\nN\n\nA\n\nMICHIGAN L\n\nAN\n\nC\n\nCHIG\n\nMICHIGAN\n\nN\n\nMICHIGAN\n\nMICHIGAN\n\nH\n\nMICHIGAN\n\nட்\n\nG\nMICHI AN\n\nF.MICHIGAN\n\nMICHIGAN\n\nMI\n\nMICHIGAN\n\nF.MICHIGA\n\nட்\n\nMICHIGAN\n\nVER\n\nAN\n\nHIG\n\n이\nN\n\nA\n\nAN\n\nIG\n\n이\n\nட்\n\nAN\n\nIG\n\nAN\n\nIG\n\nN\n\nA\n\nG\n\nUNIVERSITY\n\nF-MICHI\n\nOMFICHIGAN\nOMFICHIGAN\n・MICHIG\nAN\nOFMICHIGAN\n\nUNIVERSITY\nUN\n\nITY\n\nG\n\nSIT\n\nUNI\n\nUNIVERSITY\n\nIVERS\n\nIV\n\nTY\n\nUNIVERSITY\n\nVER\n\nVER\n\nITY\n\nY\n\nIV\n\nUN\n\nS\n\nUNIVER\n\nOF\n\nUNIVERSITY UNIVERSIT\n\nUNIVERSITY\n\nOFMICHIGAN\nOFMICHIGAN\nOFMICHIGAN\n\nUNIVERSITY\n\nINIVERSITYOF\n\nY\n\nF-MICHIG\nAN\n\nMICHIGAN\n\nF.MICHIGA\n\nVEERRS\nIT\n\nUNIVERSITY\n.\n\nSI\n\nN\n\nOMFICHIGAN\n\nUNIVERSIT\n\nUNIVERSITY\n\nMICHIGAN\n\nMICHIGAN\n\nIVERS\n\nA\n\nMICHIGAN\n\nU\n\nMICHIGAN\n\nERSI\nT\n\nN\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGA\n\nUNI\n\nN\nA\nG\n\nMICHIGAN\n\nN\n\nI\nN\nU\n\nF\nM\nI\n\nO\nMF\n\nOF\n\nUNIVERSIT\n\nCHIC AN\n\nUNIVERSITY\n\nUNIVERSIT\n\nUNIVERSITY\n\nMICHIGAN\n\nUNIVERSITY\n\nA\n\nVER\n\nIG\n\nMICHIGAN\n\nCHIG\n\nMICHIGAN\n\nIVERS\n\nN\n\nITY\n\nA\n\nN\n\nMICH\n\nSIT\n\nY\n\nF\n\n.\n\nMICH\n\nNIVERSIT\n\nINIVERSIT\n\nNIVERSI\n\nIG\n\nNIVERSI\n\nAN\n\nMICH\n\nMICHIGAN\n\nIG\n\nMICHIGA\n\nMICHIGAN\n\nNIVERSI\n\nCHIG\n\nVERS\n\nN\nA\n\nMICHIGAN\n\n"}